North-South Exchange on Family Literacy

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UNESCO Institute for Lifelong Learning Feldbrunnenstr. 58 20148 Hamburg · Germany Tel. +49 (0) 40 44 80 41-0 Fax: +49 (0) 40 410 77 23 [email protected] · www.unesco.org/uil

The UNESCO Institute for Lifelong Learning (UIL) is a non-profit, policy-driven, international research, training, information, documentation and publishing centre of UNESCO. One of six educational institutes of UNESCO, UIL promotes lifelong learning policies and practices with a focus on adult learning and education, especially literacy and non-formal education and alternative learning opportunities for marginalized and disadvantaged groups. 3

Contents

Foreword 2

North-South Exchange on Family Literacy – Report 3 Effective Practices in Family Literacy and Intergenerational Learning Around the World 12 Africa 13 The Family Literacy Project – South Africa 14 World Education – Mali 16 Namibia’s Family Literacy Programme 18 Family Basic Education – Uganda 20 North and Latin America 23 Family Literacy in Canada 24 CONALFA – Guatemala 26 The National Center for Family Literacy in the United States 28 Arab States 31 The Mother-Child Home Education Programme in Bahrain 32 The Trust of Programs for Early Childhood, Family and Community Education – Israel / Palestinian Communities 34 Asia and Pacific 37 The Manukau Family Literacy Project – New Zealand 38 The Vanuatu Literacy Education Programme 40 Europe 43 The FLY Project in Hamburg / Germany 44 The Parents’ Schools in Greece 46 The Ħilti Programme in Malta 48 Parent Empowerment for Family Literacy in Romania 50 Programmes for Mothers and Fathers in Turkey 52 Family Literacy in the United Kingdom 54 Index of Photos 56 4 Family Literacy

Foreword

Family literacy emphasises the intergenerational transfer of language and literacy from parents to their children or from one generation to another. A range of family literacy programmes exists, varying according to the groups at which each is aimed. Some programmes focus on children, some on adults, and others on both. Some programmes are run at home, some in schools or other educational institutions, and others in community centres. Some programmes have a strong focus on literacy and language, others are based on broader concepts involving health, parenting and life skills.

Family literacy as a specialist field is still perceived as an essentially Western concept. However, intergenerational learning is rooted in many cultures and exists across the world, in the North as well as in the South. In November 2007, the UNESCO Institute for Lifelong Learning (UIL) brought together family literacy practitioners and researchers from all the global regions to take stock of policies, practices and research in the field of family literacy worldwide and to explore its relevance and potential within the fields of adult education and lifelong learning. This publication contains the report from this meeting as well as overviews of all the projects represented therein.

The Institute will continue to promote family literacy and build capacities for its provision in all the world regions, with a focus on the 35 countries targeted by the Literacy Initiative for Empowerment (LIFE), which is being coordinated by UIL. LIFE is a ten-year key operational mechanism (2006-2015) that was initiated by UNESCO in the context of the United Nations Literacy Decade in order to accelerate literacy efforts in the 35 countries with a literacy rate of less than fifty percent and/or an adult population of more than 10 million people without literacy competencies.

UIL has several reasons to encourage family literacy as a means of enhancing literacy and lifelong learning. There is evidence that family literacy increases parents’ self-confidence and often represents the point at which they choose to (re-)engage in education. Family literacy programmes can also bring about changes in school culture and the relationship between institutions and families. Moreover, family literacy programmes tend to be innovative in their pedagogical approach. Unfortunately, family literacy is still an unexplored field of practice. In most cases, programmes have no access to sustainable funding as they fall between the categories of formal and non-formal education. These programmes are rarely evaluated, making it difficult to advocate on their behalf. We hope that this publication will contribute towards making the benefits of family literacy better known to practitioners, programme planners, funders, policy makers and researchers in all regions of the world.

Adama Ouane Director, UNESCO Institute for Lifelong Learning North-South Exchange 5

North-South Exchange on Family Literacy – Report

From 5 to 7 November 2007, 20 family literacy experts, includ- accompanied the FLY project team over a period of two years. ing practitioners and researchers, came together at the UNESCO From 2005 to 2007, UIL coordinated a European project on Institute for Lifelong Learning (UIL) in Hamburg, Germany, for a family literacy – QualiFLY (Quality in Family Literacy) – which was “North-South Exchange on Family Literacy”, which was organ- funded by the European Union through the Socrates/Grundtvig ized and funded by UIL. programme. Core partners in the project were institutions from Bulgaria, Germany, Ireland, Italy, Malta and Turkey. Other The objectives of the meeting were to: countries involved in the project were Canada, Israel (Palestinian communities), South Africa and the United Kingdom. Q take stock of policies, practice and research in the field of family literacy worldwide; Moreover, family literacy is a focus of UNESCO’s series of Region- Q explore the relevance and potential of intergenerational al Conferences in Support of Global Literacy in the context of learning within adult education and lifelong learning and Education for All (EFA) and the United Nations Literacy Decade the achievement of the Education for All (EFA) goals; (UNLD). The Global Initiative for Literacy is a series of high-level Q create an international network of experts and institutions conferences held in all of the world regions that involve not only working in the area of family literacy; Ministers and other decision-makers but also First Ladies. UIL was Q prepare a report on this issue in preparation for the Sixth responsible for organizing the Regional Conference in Africa, held International Conference on Adult Education (CONFINTEA in September 2007 in Bamako, during which family literacy was VI), to be held in Brazil in 2009; presented in the form of three projects from Africa (Mali, South Q build capacities in family and intergenerational literacy pro- Africa and Uganda), all of which were also represented at the grammes, especially for LIFE countries. “North-South Exchange” meeting.

In his opening statement UIL’s Director, Adama Ouane, asked It is also due to the Global Initiative for Literacy that interest in the participants to provide UNESCO with arguments against family literacy seems to be increasing. However, the last meet- the common view that family literacy is a concept of the North. ing that UNESCO organized on this issue dates back to 1994 One major objective of the meeting was thus to show that the when – in the context of the International Year of the Family – a concept of intergenerational learning is universal, even if it is less World Symposium on Family Literacy was held in Paris. Two par- institutionalized in the South. ticipants in that meeting were also present at the North-South Exchange: Dr Sharon Darling, President and Founder of the Na- The seminar built on the Institute’s prior activities in the field of tional Center for Family Literacy in Louisville, Kentucky, USA, and family literacy. In 2004, UIL initiated a family literacy pilot project, Prof Greg Brooks from the University of Sheffield, UK. ‘FLY’, in Hamburg, together with the State Institute for Teacher Training and School Development headed by the City-State of The North-South Exchange on Family Literacy brought togeth- Hamburg’s Ministry of Education. The FLY project was strongly er countries with a wide variety of experience in establishing inspired by the family literacy programmes developed by the family literacy policies and/or programmes. Some have already Basic Skills Agency (BSA) in the UK. The BSA consulted with and gained substantial expertise in this area. As a follow-up to this

Statement of the participants in the North-South Exchange on Family Literacy:

Q Family literacy is an approach to learning that focuses on intergenerational interactions within families and communities which promote the development of literacy and life skills. Q Family literacy celebrates and builds on existing skills and knowledge, and encourages participants to identify issues they face within their families and communities and to act upon them. Q Family literacy has proved to be an effective means of promoting literacy and encouraging adults and children to become lifelong learners. It bridges formal and non-formal / informal learning. Q There is growing evidence of its benefits from a range of countries and settings around the world, and of its ability to empower families from diverse cultural and language backgrounds. Q Depending on local circumstances and aims, these benefits can include improvements in parents’ and children’s language, literacy and other skills, and in parents’ ability to help their children. Other benefits may include: progression to further study, employment, and more positive child-rearing practices (for parents); and enhanced self-confidence, relationships in the family, status of women and girls, and life chances (for parents and children). Q Culturally appropriate research and evaluation are central to the development of effective family literacy policy and programmes. Q Family literacy is essential to building a culture of lifelong learning. It should be an integral part of education policy and requires comprehensive and long-term public investment.

1 The UNESCO/UIL-led Literacy Initiative for Empowerment (LIFE) targets 35 countries worldwide with literacy rates below 50% and populations with more than 10 million illiterate adults. 6 North-South Exchange

meeting a second seminar is planned for 2009, which will bring mittees. An essential component of this training is the adult together countries which have little or no experience in family literacy programme, Sanmogoya, meaning “hard worker” in literacy – particularly on LIFE countries – but are interested in Bambara, which World Education developed to reinforce com- learning more about it and developing their own programmes. munity-based organizations’ capacity to improve the quality and That meeting will focus on capacity-building, relying on the ex- equity of basic education in their communities. The Sanmogoya pertise of some of the participants in the first seminar. programme also benefits from an innovative public/private partnership that is currently testing the use of locally-appropri- Prior to the meeting, all participants had submitted reports on ate technology to provide lighting for night-time literacy classes. intergenerational literacy learning and family literacy policies, The literacy programme is active in six regions of Mali (Timbuktu, practices and research in their countries, based on a question- Gao, Kidal, Koulikoro, Ségou and Sikasso), where approximately naire. These questionnaires and other materials related to the 6,000 adult learners benefit from 140 literacy centres. seminar are available on the UIL website (www.unesco.org/uil). As a follow-up to the seminar, the participants submitted de- Ms Snoeks Desmond is Director of the Family Literacy Project, South scriptions of their projects, which can be found in the second Africa. The Family Literacy Project (FLP), based in the KwaZulu- part of this publication. Natal province of South Africa, was started in 2000 to address the low literacy achievement of many pre- and primary school chil- In the course of the three-day meeting, participants provided dren, and parents’ lack of confidence in their ability to provide a brief insight into their projects and initiatives, and thematic support for these children. The NGO believes that parents (or sessions were held that centred on: community-oriented pro- other carers who assume a parental role) are the first and most grammes, best practices, multilingualism, teacher training and important educators of children and that the family literacy research. A statement was adopted that reflects the view of all approach supports both adults and children. Eleven facilita- participants that family literacy is an effective means of promot- tors work directly with 197 adults, 479 primary school children ing literacy and should be an integral part of education policy and 116 teenagers. In addition, FLP group members visit their worldwide. neighbours to share information on early childhood health and development, and to play with and read to children. The lack of All participants and the work they represent are listed below: relevant reading materials contributes to the low levels of literacy of both adults and children; to address this, the project runs three Africa: community libraries.

Mr Souleymane Kanté is Director of World Education Mali. The Mr Patrick Kiirya is Director of Literacy and Adult Basic Education US-based NGO runs the Programme known as “Support for the (LABE), Uganda. LABE first became interested in family literacy in Quality and Equity of Education in Mali” (Appui à l’Amélioration the mid nineties as a new dimension of its adult literacy work in de la Qualité et de l’Egalité de l’Education/AQEE), funded by the the region, and piloted a programme in the Buguri district – one United States Agency for International Development (USAID). of the poorest districts in Uganda with low adult literacy rates Through this five-year programme (2003-2008) World Educa- – in 2000-2001. As parents started to experience the value of lit- tion is supporting the Ministry of Education’s ten-year strategic eracy, they wanted to support their children in their school work plan entitled PRODEC by providing training and ongoing sup- but felt increasingly inadequate. In response to this felt need and port to 700 Parent Associations and School Management Com- the community education plans initiated by local school management committees, concerned parents and local government and district education officials, LABE negotiated a project with the UK-based charity Comic Relief through Education Action In- ternational to expand the coverage of the pilot project from 3 to 18 schools. Today, the project reaches over 1,400 parents and more than 3,300 children. Besides literacy and numeracy, other learning objectives of the programme are to enrich the abilities of teachers and adult educators in child-adult teaching/learning methods; strengthen parental support for children’s educational needs and equip parents with basic knowledge on school learning methods; and increase parents’ communication skills when interacting with children and teachers.

Mr Ivan McDonald Scheffers is Education Officer at theDirecto- rate of Adult Education of the Ministry of Education, Namibia. High drop-out rates in Namibia prompted the Ministry of Education to address the problem of literacy in the home environment. North-South Exchange 7

In 2004, the Directorate of Adult Education conducted a survey Asia and Pacific: with the purpose of investigating the need for a family literacy programme. It concluded that a family literacy programme could Ms Sereima Lumelume from the University of the South Pacific play a vital role in improving the performance of learners in the coordinates the Vanuatu Literacy Education Project (VANLEP), lower primary grades. During May/August 2005, training was giv- which is run in Vanuatu’s primary schools. The project was im- en to carefully selected Family Literacy Promoters and Education plemented by the Polytechnic of New Zealand Company and Officers from the Head Office. The project was piloted in 2005. It funded by New Zealand International Aid Development Pro- expanded by establishing two centres per region in 2006, and gramme (NZAid) under its Education Assistance Programme for two further centres per region in 2007. Currently, Namibia has 5 Vanuatu (NZEAP). The VANLEP project is commonly known as Family Literacy Centres in each of its 13 educational regions. The the Book Flood Project, a book-based approach to literacy and Family Literacy project is fully funded by the Namibian Govern- language teaching and learning. It is an initiative that aims at lift- ment. The 10-week programme targets parents with children in ing literacy learning outcomes in rural and isolated areas of the pre-school and in Grade One. 1,281 parents participated in the country. VANLEP targets 8 and 9 year-old students in Classes 3 programme in 2007. and 4. Teacher training and teacher empowerment represent an important element of the programme. Other objectives are to Arab States: provide quality books for children, improve classroom management, and parents’ awareness with regard to literacy learning at Mr Farid Abu Gosh is President of the Trust of Programs for Early home and participation in literacy acquisition at school. Childhood, Family and Community Education, based in Jerusalem. The NGO working in the Palestinian communities has developed Mr John Benseman from the Department of Labour in New Zea- and implemented a range of programmes in the areas of early land has been heavily involved in the Manukau Family Literacy childhood education, health education, parent involvement, Project as a researcher and evaluator. The Manukau project is women’s leadership and teacher training. The Mother-to-Mother the best-documented example of family literacy programmes Programme supports and strengthens the parenting skills of in New Zealand. It was developed by the City of Manukau young mothers and trains mothers as paraprofessionals. The Education Trust (COMET). This programme is located in Manu- Learn-by-Play Programme attempts to reverse the trend of in- kau City, southern Auckland. This is the most culturally diverse creasing drop-out rates in elementary schools by building trust- area in New Zealand, as well as having the highest proportion ing relationships between pupils and teachers and creating a of socio-economically disadvantaged groups. Literacy needs stimulating educational environment. As well as supporting are highest among Maori and Pasifika groups. Together, these and offering training to teachers in elementary schools, the pro- have formed the COMET programme’s main target group. The gramme also trains young volunteers to motivate young chil- programme was originally based on the American Kenan model, dren to stay in school. Other programmes run by the Trust are but has since developed a distinctive New Zealand flavour to it the Women’s Empowerment Programme, the Combating Do- (particularly the Parent and Child Together Time). The model in- mestic Violence Programme, the Young Women’s Programme, volves adults attending their children’s schools, to participate in the Prevention of Early Marriage Programme and the Pre-school a programme, as well as take a course in child development and Teachers’ Training Programme. participate in the reading and numeracy components of their children’s schoolwork. Ms Julie Hadeed is Founder and Director of the Mother-Child Home Education Programme (MOCEP), Bahrain and Saudi Arabia. MOCEP is an non-governmental and private charity organization which provides a non-formal, home-based education programme for pre-school-aged children and their mothers in the Kingdom of Bahrain and the Kingdom of Saudi Arabia. The annual 25-week programme provides women with a schedule of daily lessons for teaching their five-year-old children at home. Participants (children entering primary school) are from low- income, disadvantaged families who cannot afford pre-school education for their children. The programme consists of two components: The Mother Support Programme (MSP) – weekly three-hour educational sessions, including lectures and discussions on a wide range of subjects related to child development – and the Cognitive Training Programme (CTP) that is carried out by the mothers with their children, based on materials the mothers are given. Home visits by trained professionals help mothers overcome individual problems, and complement the programme. 8 North-South Exchange

Ongi Ongi Ongella Programme, which forms part of the day- school programme at Kindergarten and Junior 1 levels.

Ms Viorica Alexandru is Family Learning Adviser at Center Edu- cation 2000+ (CEDU), Romania. CEDU is a non-governmental, apolitical and independent organization offering educational consultancy services. The Centre – founded in December 1999 – is part of the Soros Open Network, the main network of non- governmental and civic organizations in Romania. Since 2001, Club Europea Romania has developed family literacy in Romania through a European project led by Malta and entitled Parent Em- powerment through Family Literacy (PEFaL). This programme still runs in a few schools and kindergartens and is the only literacy programme running in the country which targets parents and children equally. There is no national public family literacy policy or programme in place at present, but family learning is becoming an issue in public debate. Europe: Ms Deniz Senocak represented the Mother Child Education Foun- Ms Gabriele Rabkin represented the FLY pilot project in Hamburg, dation (AÇEV), Turkey. AÇEV is an NGO that aims to empower Germany, which was implemented in 2004 by the State Institute people through education. It conducts research and develops for Teacher Training and School Development of the City-State and implements programmes in early childhood education of Hamburg’s Ministry of Education and the UNESCO Institute and adult education, especially for disadvantaged pre-school for Lifelong Learning. The German “Bund-Länder-Commission children and their families. AÇEV has also set up nationwide for Educational Planning and Research Promotion” has under- programmes such as the Mother Child Education Program (MO- taken to sponsor the project for a period of five years as a part CEP), the Parent-Child Pre-school Education Program (PCPEP) of the programme entitled “Promotion of Children and Young and the Father Support Program (FSP). Adults with Migrant Backgrounds”. The programme involves the participation of parents of five year-old pre-school children Mr Greg Brooks from the University of Sheffield, United Kingdom and runs in nine locations in socially disadvantaged districts of has directed over 40 research projects in initial, family and adult Hamburg. It aims to involve parents in everyday school life with literacy. He reported on family literacy in the United Kingdom, regard to literacy activities. The work with parents takes place focusing mainly on research. In the 1990s, the Basic Skills Agency in pre-school/day centres and is based essentially on three key (BSA) received funding for four Family Literacy Demonstration elements: 1) the active involvement of parents in everyday class- Programmes which were implemented in England and Wales room activities (together with children); 2) activities with parents in 1994. The BSA model had three strands: sessions for parents (parents alone); 3) joint out-of-school activities. in which they worked on their own literacy and on how to help their children; parallel sessions for children in which they Mr Sandro Spiteri represented the Foundation for Educational received high-quality early years provision for reading, writing Services (FES), Malta. Although family literacy is a relatively new and talking; and joint sessions in which the parents typically phenomenon in Malta, with at most an eight-year history, it has tried out something with their children that they had been put down solid roots and is entering mainstream professional practising just beforehand in their separate session. Evaluations development as well as teaching and learning. Its importance proved the success of the demonstration programmes. In the has grown in proportion to the increasing recognition of the meantime a great variety of programmes has developed in the centrality of parental involvement in education and school life. UK. In the context of the national “Skills for Life” initiative – which Indeed, parental involvement is one of the key principles of the promotes basic skills for adults – a considerable amount of mon- new National Minimum Curriculum published in 1999. Family ey has been invested in family literacy, language and numeracy literacy provision in Malta started in 2001 with the establishment programmes. of the FES, which was conceived as a mechanism to provide a range of innovative educational initiatives in the field of litera- Mr Eric Nédelec represented the Agence nationale de lutte contre cy support, parental empowerment and lifelong learning. FES l’illtettrisme (The National Agency to Fight Illiteracy/ANLCI) in started the Ħilti (My Ability) Programme, an after-school fam- France, where literacy is a national priority. ANLCI was created ily-oriented educational service that would complement and in 2000 in order to coordinate the efforts of all stakeholders and reinforce teaching and learning at day schools. Since then, the the resources provided by the State, local authorities and private FES has developed and implemented variations of this model, enterprises for advocacy and action in the field of literacy. ANLCI the most important of which are the Nwar (Late Blossoms) Pro- has recently started to focus on family literacy and has actively gramme for families at severe risk of educational failure and the promoted the approach in France. North-South Exchange 9

Ms Mara Theodosopoulou represented the General Secretariat for prehensive five-day programme on the foundations of family Adult Education of the Ministry of Education and Religious Affairs literacy in French and English. Programmes have also been de- in Greece. In 2003, the Greek government launched the Parents’ veloped for aboriginal populations. The French-language fam- Schools nationwide in the context of the country’s commit- ily literacy programmes help parents transmit mother tongue ment to lifelong learning. The Parents’ Schools Program, which skills and develop a sense of belonging to a specific culture. The is funded by European Social Funds and the Hellenic State, is run Fédération canadienne pour l’alphabétisation en français works by the General Secretariat for Adult Education and implemented with its member organizations to implement family literacy pro- and supervised by the Institute for Continuing Adult Education. grammes in French across the country. Parents’ Schools exist in all 14 prefectures in Greece. Since 2003, 45,000 (approximately 3,500 fathers and 41,500 mothers) have Ms Sharon Darling is President and Founder of the National Cent- participated in these courses. The courses are mainly held in er for Family Literacy (NCFL), USA. She was accompanied by Ms schools and community centres. The Parents’ Schools are run Laura Westberg, Director of Research and Special Projects at the exclusively for parents, although parents are recruited through Center. US family literacy programmes are supported by pub- their children’s educational institutions. The focus of the Parents’ lic funds from many areas of national, state, and local govern- Schools is on parenting, intergenerational communication, ments. The private sector, both corporations and foundations, encouraging parents to participate in school activities and ad- has played a powerful role in family literacy expansion and pro- dressing the issues of violence and health. gramme innovation. There are now approximately 5,000 family literacy programmes in the US. These programmes operate in Ms Donata Elschenbroich represented the Deutsches Jugendinsti- non-governmental organizations (NGOs), schools, libraries, and tut (German Youth Institute) in Munich. She is an expert in the field early childhood centres. NCFL, funded by private and public of international comparative research on childhood and early sources, provides a model demonstration of best practices; pro- education, has published several books and produced films on vides training for more than 150,000 teachers and programme the topic. administrators; advocates for family literacy in the US Congress and state governments; and conducts research and evaluation North and Latin America: to increase the knowledge base and improve the quality of programmes as they continue to emerge. Mr Jorge Rudy García Monterroso represented the National Com- mittee on Literacy (CONALFA), Guatemala. CONALFA runs the Alfabetización Integral Intrafamiliar (Intra-family Literacy Pro- gramme), which was officially launched in 1998 in the district of Baja Verapaz. It was based initially on the methodological approach of the TEZULUTLÁN project, and was fomalised in 2000 by CONALFA staff. The basic idea of the programme is that one member of the family, generally a child attending the 4th, 5th or 6th Grade of primary school, provides teaching to adult members of his or her family unit, in most cases the mother. The primary objectives of the programme are to assist the educational development of the individual within the home, without detracting from the culture or behavioural patterns prevalent within the family environment, and to strengthen family relations by allocating responsibilities to all its members.

Mr Yvon Laberge, Director of Éduk – an NGO working mainly in the area of literacy and family literacy for the francophone minority in Canada and Board member of the Fédération canadienne pour l’alphabétisation en français – has been involved in the development and implementation of literacy and family literacy programmes and policies in Canada for many years. Family literacy programmes are common in Canada, especially in the Anglophone communities. Yet Canada is officially a bilingual country (French and English), with a French-speaking population that is widely dispersed and constitutes a minority in every province except Quebec. In response for the need for communities, families and individuals to be exposed to and use the minority language in order to gain mastery of both the minority and majority languages, practitioners are provided with a com- 1010 North-South Exchange

General observations about the programmes: As a consequence, a community-oriented programme would Q be based within easy travelling distance of the intended par- The participating countries’ experience of family literacy vary ticipants (‘easy walking distance’ for those arriving on foot); widely. In particular, Turkey, the USA, Canada and the UK have Q fit into the school day; long-standing experience in this field and family literacy is Q respect local boundaries, some of which may not corre- a common practice. To date, the National Center for Family spond with official boundaries but be clear to residents, and Literacy in the United States has served about one million peo- therefore constitute the area in which they feel safe; ple. Since 1988, family literacy has been integrated into and Q be based in a community whose boundaries are defined in defined within Federal Law. Other countries such as Malta and this way, perhaps within a school’s catchment area. New Zealand have “imported” the concept and adapted it to their own specific context. In other countries, the practice ex- It was felt, however, that practical evidence on such programmes ists because certain individuals and NGOs have implemented is scattered and fragmented; hence knowledge is limited and and introduced it. Namibia is a unique example of a country few general conclusions can be drawn. Nevertheless, some rec- in which family literacy has been implemented by the govern- ommendations and features could be identified: ment. Turkey is another interesting example: here a programme Q Public events should be organised at the end of a programme developed by an NGO – the Mother Child Education Program to celebrate students’ achievement (‘graduations’/’award – proved so successfully that the programme was upscaled and ceremonies’) and which the wider family can attend. taken over by the Ministry of Education. Turkey has many years Q Visible and practical evidence that the programme has run of experience with mother-child education programmes, but and is sustainable should be made available, e.g. the libraries until recently did not consider these to constitute family literacy in the South African programme. even though they share all the salient features of programmes Q Local authority figures need to be co-opted as champions. In thus labelled elsewhere. particular, programmes based in schools need the support of the head teacher. In general terms, this means that partici- The programmes vary considerably in length: for example, the pants must feel that the programme has been ‘endorsed’ by duration of the Manakau family literacy programme is 300 hours, those with the authority to do so and the influence needed whereas other programmes are much shorter. The Mother Child to encourage community involvement. Education Program runs for 25 weeks and involves approxi- Q Local people should be employed, including local educa- mately two hours of participation a week. In South Africa, the tors, enabling programmes to build on their knowledge and average time participants remain in the programme is 3.5 years. prepare children for school. In other countries, participants enrol for a few months or even Q The use of paraprofessionals can play a particularly impor- a few weeks only. tant role in family literacy programmes, especially in the South, as they are people from the community and have “Community-oriented” programmes: a better understanding of people’s needs (for example in Palestinian communities). For part of the meeting, the participants split into two groups to Q Where possible, parents and local coordinators should take discuss the characteristics of community-oriented programmes, over the running of the programme. and the issues shared by the North and the South as well as the Q The programmes must be linked to the local community’s differences between them. perceived needs. This requires asking community members for their opinions and respecting them, even if they subse- What is a community? A group of people who live in the same quently prove to be wrong, as well as asking how people area, and share the same schools, institutions and public authori- wish to be involved in the work. ties? In Germany for example, the word “community” refers to a Q In some cases, local opinion may prove to be wrong because religious community. people have seen earlier promises broken and have developed survival skills to deal with such eventualities. They may One group began by posing the counter-question ‘By exclusion, therefore have a strong yet hidden agenda which is invisible what would a non-community-oriented programme look like?’ to outside agencies unaware of these people’s prior experi- The following responses were given: ences, and which may hinder the programme’s success. Q It would overlook local needs Q Curricula should be based on local skills and languages, and Q It would suffer from bureaucratic definitions on local role models, e.g. librarians. Q Because of those deficiencies, it would not last. Q If multilingualism is a factor, translations of stories need to preserve the principles of the stories rather than be literal. North-South Exchange 11

Differences between the “North” and the “South”: “Added value” of family literacy programmes:

It was felt that there are not so many differences, though com- Q They bring out the potential of parents. munity needs are different. Q They question taboos. Q They inculcate respect for families: “Not for families, but with The South has: families”. Q limited access to resources Q They are multidimensional and modular. Q limited literate environment Q They have the potential to bring about social change. Q limited access to reading materials Q An element of family/intergenerational learning can Q higher illiteracy rates. enhance every programme. Q Adult and primary education methods can enrich each Also, literacy programmes are often much more basic. The other. school fails even more than in the North to equip students with Q Parents become ambassadors for education in their literacy skills – many drop out. In the Palestinian territories, there communities. are 40 children in a class with one teacher. ‘Conventional’ teaching methods do not work. Programmes in Africa report that it The approach in family literacy programmes is often more indi- may be advisable to start off with very basic things such as hold- vidual than in conventional adult literacy programmes. For this ing a pen. As a literate environment is missing, the South African reason, family literacy programmes can be more expensive. programme creates community libraries. Even more generally, in the South programmes need to target both literacy and life Family literacy programmes have much more and wider effects skills, e.g. by strengthening Parents’ Associations. than enhanced literacy skills, especially increased competence of parents to support their children in school and increased The North has: self-confidence of parents. Patrick Kiirya of Uganda reported Q high rates of functional illiteracy that parents who have attended a family literacy class seem to Q a greater emphasis on literacy do better in numeracy also. Programmes report changes in the Q family literacy programmes that involve groups of parents school culture and in relationships within families, e.g. changes and children working together. in domestic violence towards girls (e.g. Uganda), lower school drop-out, and stronger family relations (e.g. Guatemala). Shared issues: Q Schools are isolated and often located outside the communities instead of being a part of them. Q Family literacy builds a bridge between schools and adults. Q Both areas need to sensitise parents with regard to (their children’s) education.

Issues arising: Q Is the idea of parent-child interaction (speaking, listening, hugging, etc.) with children a westernized idea? Q Any programme, however well-designed and well-inten- tioned, imposes values. Q What are we taking away to put a new practice in place? Q Change should not be imposed, but come about through dialogue. Q We need to make sure that what comes in has added value. Q Family literacy involves many collaborative partners. That is a strength but also one of the challenges. 12 North-South Exchange

Challenges faced by family literacy programmes: Teacher training:

It is difficult to involve fathers. Similarly, mixed groups (except for The qualifications of teachers carrying out family literacy pro- couples) are difficult to arrange or are considered unacceptable grammes differ widely. Most of the teachers working in family in some countries. In general, the rate of participation of fathers literacy programmes specialise in teaching children and/or are in family literacy programmes is low and does not exceed 5%. The school teachers, some are adult educators. The ideal team would Father Support Program in Turkey is an example of a programme consist of a child educator and an adult educator. There is a need that targets fathers successfully. The CONALFA programme in for initial and ongoing training on the family literacy approach Guatemala has also achieved 25% attendance by fathers – pos- and more evaluation of teaching practice. In some contexts, ex- sibly because the programme is carried out in homes. perience with migrants is important, and the teachers should be trained accordingly. Intercultural competencies play a crucial in Grandparents have an important role to play in the education of family literacy programmes. their grandchildren. In the UK, a research programme has been started to explore further the impact that grandparents have on Parental involvement should be an integral element of train- their grandchildren’s education, and resources have been devel- ing courses for teachers. Unfortunately, this is still a rarity. Malta oped for grandparents and their grandchildren. Grandparents, is one of the few countries in which the national government especially grandmothers, pass on traditional languages and has established a National Minimal Curriculum that encour- knowledge to their grandchildren. Souleymane Kanté reported ages schools to set up programmes of parental education and from Mali that grandmothers do door-to-door visits to convince school involvement. The B.Ed. university course for primary parents to send their daughters to school. school teachers offers specialist pre-service training enabling teachers to improve parents’ education and increase parental Programmes involving older children, especially secondary involvement. school children and adolescents, are problematic and have proved a failure in the UK. A good example of a functioning Research: family literacy programme with older children is the Nwar programme in Malta. Evaluation should be built into a programme right from the beginning. Multilingualism is a challenge faced by many family literacy programmes. In Germany and the UK, for example, family lit- All evaluations of family literacy programmes use qualitative eracy programmes often target migrants who have not yet methods, and some also use quantitative ones. Turkey, the USA mastered the language of the host country. Multilingualism is and the UK have the most substantial experience of evaluations common, especially in the South. In Guatemala there are 23 local of family literacy programmes. New Zealand’s Manakau project languages. In most African countries, the situation is similar. In also has a strong research base. All programmes have carried out Vanuatu, 100 languages are in use for a population of 340 000 evaluations; however, it should be noted that there is a lack of (the lingua franca is Bislama, a creole language with mainly Eng- comparative studies, especially with regard to quantitative data. lish-based vocabulary and mainly Melanesian grammar). In most cases, literacy programmes start by teaching the local language The longitudinal study carried out in Turkey between 1982 and and then continue with the official language, as studies have 2005 – the only one of its kind – showed that students whose shown that this approach is more successful than commenc- mothers had been part of a family literacy programme were ing with a language that is unfamiliar to the learner. However, much more likely to attend university. The South African Family this approach is expensive and many learners in fact want to Literacy Project has favoured more participatory ways of evalu- learn the official language because they associate it with higher ating programmes by applying a modified version ofPhotovoice prestige and greater work opportunities. Canada is a bilingual and Most Significant Change. These evaluations are carried out country, in which family literacy programmes are helpful in pre- by the facilitators themselves and involve them, as well as the serving the identity of the francophone minority. The USA also learners, in the evaluation process to a much higher degree than has a high percentage of speakers of other languages, especially “traditional” methods. The reports on these evaluations can be Hispanics. Multilingualism also infers multiculturalism. Intercul- downloaded from the Family Literacy Project website tural competencies are crucial in many contexts in family literacy (www.familyliteracyproject.co.za). programmes. It is important to value the language because that values the culture. The question was raised as to teaching a pro- Researchers need to think about presenting their reports in gramme in a specific language leads to a change in the culture. innovative ways (e.g. through video diaries) in order to make their evaluations more attractive to all concerned, including the Effective programmes are built on: funders. It is equally important to report on what does not work Q teacher training as on what does. Q integrated research North-South Exchange 13

Policies/funding:

Family literacy has yet to be included on most policy agendas. As it usually targets school children and adults simultaneously, it is difficult to categorise, which in turns makes it difficult to secure funding. Namibia and New Zealand are the only countries in which the national government has invested in family literacy and is running programmes. In both cases, this can be attributed to studies highlighting the inadequacies of the standard educational system, as well as to individual “decision-makers” who believe in the concept of family literacy. In the UK, the central government provides partial funding but devolves the responsibility for providing the remaining funds and for running the programmes to local authorities.

In New Zealand, family literacy is a priority within the education system. Contrary to the norm, policies and research are already available, but hampered by a lack of experience. In this respect, the case of New Zealand is an unusual one. Much research has been done on the Manakau project, and the programme has been extremely successful in changing the way that policy- makers view family literacy.

Outcomes/Follow-up of the meeting:

Following the meeting, an African Family Literacy Action Group (AFLAG) was founded. One of the aims of this group is the implementation of a Centre for Family Literacy in Africa to act as a point of reference for promoting family literacy and disseminat- ing tools and know-how on the continent.

As a follow-up to the meeting, France submitted a proposal for a national family literacy pilot programme to the Ministry for Social Affairs. This has since been approved and is currently being launched.

The UIL and dvv international have co-published a book on fam- ilyliteracy in Africa, entitled Family Literacy: Experiences from Af- rica and Around the World.

The Fédération canadienne pour l’alphabétisation en français (FCAF) held a forum on family literacy in March 2008 during which the statement of the “North-South Exchange” meeting was disseminated. The forum issued a declaration in which the FCAF associated itself with the UNESCO and UIL initative for the worldwide promotion of family literacy.

The report on the meeting is being disseminated - particularly to LIFE countries - through UNESCO’s networks.

Greg Brooks and Maren Elfert 14 Family Literacy

Effective Practices in Family Literacy and Intergenerational Learning Around the World AFRICA 15

AFRICA 16 AFRICA

The Family Literacy Project – South Africa

Context In South Africa it is estimated that between 7.4 and 8.5 million The adult groups focus on building literacy skills, sharing local adults are functionally illiterate and that between 2.9 to 4.2 mil- knowledge and introducing new information where necessary. lion people have never attended school. One million children Topics covered in the groups range from children’s rights and in South Africa live in a household where no adult can read. In protection to women’s health, environmental issues, and com- a recent survey, it was found that just over 50% of South African mittee and budgeting skills. The adult groups regularly discuss families own no books for recreational or leisure time reading. It issues relating to children, consider how to support their devel- is perhaps not surprising, given this information, that a national opment, and have fun with them as they look at or read books to- evaluation carried out by the Department of Education in 2003 gether. The FLP stresses the importance of the parent/caregiver found that the average Reading Comprehension and Writing as the first educator of children, and the adults in the project are score for Grade 3 children was only 39%. supported in this role. In turn, a number of group members visit their neighbours as part of the project’s home visiting scheme. The Family Literacy Project (FLP) is based in the southern Drak- The 69 home visitors share information, for example, on how to ensberg area of KwaZulu-Natal with a population of 300,000. The play with children and take care of their health. This innovation unemployment rate currently stands at 41% and 66% of house- has resulted in additional training for group members to help holds live on less than R 800 per month. The majority of people promote early literacy development and health in a playful, in- do not have access to electricity or proper sanitation and this has teractive way with both adults and children in their homes. serious consequences in an area where it is estimated that 30% of the population is HIV positive. The main barrier to the smooth running of group sessions is posed by the members’ workload. Women will miss sessions The project is aimed at families as a means of addressing the low when they have to cut thatching grass, re-thatch their homes, or literacy achievement of many pre- and primary school children, rebuild/plaster walls. If a government-funded initiative requires and the lack of confidence of parents in their ability to provide short-term workers, FLP group members are often the first to support to these children. As the parents (or those who take on apply and as a result will then be absent from the sessions for the role of parents) are the first and most important educators the duration of the contract. Another challenge is the state of of children, the family literacy approach supports both adults the roads in this very rural area. The roads are bad even when and children. the weather is good and when it rains or snows they are often impassable, which disrupts the support the project offers by Programme visiting each facilitator once a month. The groups made up of The FLP was set up in 2000 in response to findings that showed teenage and primary school children explore many issues and that the literacy scores of pre-school children were not improv- relate these to the enjoyment of books and reading. Often, the ing, despite government interventions in the early childhood topics will be the same as those covered in the adult groups, sector. Initially, monthly meetings were held with the parents of providing opportunities for families to discuss these issues to- pre-school children to work with them to strengthen their role gether in their homes. in early literacy development. By the end of that year, the parents were more confident in their ability to support their children The problem of low literacy levels in adults and children is ex- whatever their own levels of literacy. These parents, and others acerbated by the lack of books in the area. To address this, the in the area, requested that the FLP provide adult literacy tuition. project has established three community libraries and eight box Each group chose a member of their community to take part in libraries which are run by project facilitators with the assistance training organised by the FLP. These women have since been of group members. trained in adult literacy (mother tongue and English as a second language), early literacy, and the participatory Reflect approach. In addition, project staff have developed learning materials and Participation by the group members is important as the FLP be- easy to read books that are available in both Zulu and English. lieves that local knowledge is significant and relevant and that The topics covered in these books include early literacy devel- any new information must be integrated into this knowledge. opment, parenting, HIV/AIDS, and resilience. The facilitators are provided with all units (lesson plans), as well as posters and The FLP approach now combines these three aspects and elev- leaflets where these are appropriate and available. The project en facilitators work directly with 197 adults, 479 primary school supplies stationery for the adult, teenage and children’s groups. children and 116 teenagers to achieve the aims of: Group members do not have to leave the project until they want Q making literacy a shared pleasure and a valuable skill within to, as there is no defined end to the programme. families; Q helping to develop a critical mass of community members of All the facilitators and group members are from the community all ages who see literacy as important and enjoyable; and in which the groups operate. The age range of the group mem- Q supporting parents/caregivers in their role as the educators bers, who are all women, is between 21 and 79, with the average of young children. age being 48. AFRICA 17

Lessons learned The most important lesson learned has been that children who area. Their confidence has grown and the main challenge now are supported by their parents usually do well at school, and that is how they are going to meet the different demands on their this motivates adults to continue offering this support. The FLP time. The project has been evaluated every year and the latest has also learned that well-supported facilitators are key to the reports are available on the FLP website. The recommendations successful implementation of the programme. from the evaluations are taken seriously and followed up each year by the external evaluator. Different evaluation approaches The FLP must maintain the focus on families as new members have been used, including storytelling, photographs and stories, join the project. The first members, many of whom are still in the focus groups, interviews, and group members reflecting on their project, joined because they were interested in learning more own practice. about how they could help their young children and at the same time develop their own literacy skills. It is important that women As NGO work is dependent largely on donor funding, donors who now join this well established and recognised project real- who change their priorities can pose a real challenge to the ise and subscribe to its core mission and vision. NGO because it then has to source new donors. For example, FLP’s 2007 budget is close to R2,000,000, but it is not possible Danisile Gladys Duma (b.1948) has been a regular member since to extract the cost per learner from this total, as the very small the first family literacy meetings held in Lotheni. In 2003 she staff of 2 full timers and 11 part-timers are involved not only with wrote (in Zulu): group work but also materials development, outreach, fundrais- ing and management. In addition, the project contracts a health ”I was born in kwaNoguqa and grew up in Mpendle. I started school expert and external evaluators and these costs are included in and went as far as Std 2. I stopped schooling because my home had the overall budget. As donors do not make long-term commit- nothing. I stayed at home, although I desired to learn, but I had to ments and some do not let organizations know well in advance look after cattle. when they are going to change their funding criteria, this poses I was married when I was 15 years old … during the ninth year (of a major challenge to the FLP. Meantime, as many people – con- marriage), I had a baby girl …. She is the only child I have. My child vinced of the importance of the intergenerational transfer of grew up and went to school. I had wished that my child should be knowledge, skills and support – are working to raise the profile educated and not have to go through a similar experience to me, as of family literacy in South Africa, as in many other countries, it is I had a very sad experience because I was not educated. possible that resources, whether financial and technical will be In 2001, an adult school was established, and I joined it. Now my life forthcoming. is interesting, and I am free. I thank this adult school.”

The Family Literacy Project knows that if literacy skills are not Contact regularly used they can be difficult to maintain. For this reason, Lynn Stefano group members are encouraged to contribute to the project Project Development Manager / Family Literacy Project newsletter, have pen friends, write for community notice boards 55 Bothas Road, and keep journals with their children. Bothas Hill 3652 KwaZulu-Natal, South Africa Group sessions for adults are advertised by word of mouth and [email protected] are open to all. FLP experiences low drop-out rates and when www.familyliteracyproject.co.za members are absent they send apologies and give reasons. It is clear that members are motivated to remain in the programme (the average is 3.5 years for the groups running since 2000) because they are treated with respect and the programme is relevant to them and to their families.

Family literacy can be developed in different ways and can benefit both adults and children. The FLP experience has shown that combining adult and early literacy in a participatory manner can work. It is for this reason that the staff of the FLP have been meeting with other organizations and government departments to explore how to offer family literacy in a way most appropriate in the different contexts. To do this, FLP draws on its experience and shares the lessons learned with others. The women who joined the project in the first years have now become not only competent facilitators but are also able to speak at meetings and conferences and lead training courses outside their own 18 AFRICA

World Education – Mali

Context The World Education Mali Programme, ”Support for the Quality literacy is specifically intended as a complementary means of and Equity of Education” or ”Appui à l’Amélioration de la Qual- improving the quality of education for children. Parents who ité et de l’Equalité de l’Education (AQEE)” operates in six regions read and write can better monitor and take part in their chil- within Mali: Kidal, Gao, Timbuktu, Ségou, Sikasso and Koulikoro. dren’s school work and activities. They can also participate in Within these regions, the programme targets 105 communes creating and implementing school improvement plans. in which 2,430,676 inhabitants live, representing approximately one quarter (24.60%1) of the total population within Mali. More Community members recruit programme participants who meet specifically, the programme covers 700 schools (300 public the following criteria: a) they participate voluntarily; b) they are schools, 213 community schools, 103 medersa schools, and members of the community in which the literacy programme 4 private schools), 8 teaching academies, and 17 centres for takes place; c) they are currently illiterate or abandoned formal pedagogical training. Within the framework of the AQEE pro- education at an early age; and/or d) they are members of a school gramme, elimination of illiteracy is integrated with initiatives to management structure (i.e. school management committee or increase community participation in the support of schools and parent-student association). While other literacy programmes children’s education. Key partners in this regard are members may offer participants a monetary incentive, World Education of school management committees, members of parents’ asso- participants do not receive financial motivation and this is im- ciations (mothers’ associations in particular), and other illiterate portant to the longterm sustainability of the programme. More- community leaders who partner with schools. over, World Education has worked to enable elected members to act as community representatives and assume responsibility More importantly, the programme aligns itself with the ten- for selecting trainers and participants and managing the literacy year strategic plan of the Malian Ministry of Education (called centres. PRODEC), serving as an agent of change and facilitating: a) the improvement of teaching methods and training of children; b) The programme employs the Sanmogoya2 methodology. Coined pre-service and in-service teacher training; and c) the increased by World Education, the methodology is action-based, mean- participation of parents and communities within school man- ing that participants catalyse change, and utilises content that agement. The last component of the programme requires lit- is most relevant to the priorities and needs of the participating eracy training for parents to enable them to follow the school community. Trainers employ a problem-solving process that work of their children who receive bilingual instruction in French aims to help participants solve concrete issues while learning and a national language. how to read, write and calculate. Facilitators engage learners in dialogue based on visual aids, leading them through a series of Programme questions such as: In 1999, World Education Mali developed and began piloting literacy programmes that help strengthen community participa- ”What problem(s) is/are these people facing? What are the tion in education activities. In April 2002, teachers, community causes of the problem(s)? Is your community or a neighbouring members and NGO staff were brought together to write literacy community involved in the same issue? What can we do to avoid materials, and in 2003, World Education began incorporating the or solve this problem?” Through the Sanmogoya methodology, new literacy materials into the USAID-funded AQEE programme. learners develop a broader understanding of education-related The programme serves the Malian community and has the fol- issues in their community and identify relevant solutions to lowing specific aims: address them within the classroom. Q to contribute to the improvement of teachers’ performance from the first to the sixth year; There are two facilitators (one man, one woman) per class of 25 Q to support the development and setting of the curriculum to 30 participants. The community recruits the facilitators based to be taught at levels 1 to 4; upon the basic criteria that a) they have received basic educa- Q to increase parents’ participation in the management of tion; b) they are members of the community; c) they are reliable, schools; and available and sociable; and d) they are in agreement with the Q to increase the population of literate adults within the com- community’s conditions of motivation. Accordingly, the em- munity leadership. ployment scheme is determined by the specific community in which the facilitator works. The specific goal of the AQEE programme is to provide parents and members of community-based organizations with the ba- Courses are conducted in one of three Malian languages, Bama- sic literacy skills they need to enable them to contribute to the nankan, Tamasheq, and Songhaï, determined by the dominant management of their local primary schools and the education language within the community, and are held four times per of their children. Another major objective is to ensure that both week for two hours to reinforce the lessons learned. Basic literacy parents and children achieve basic literacy. The focus on adult requires 150 hours in total, which is typically achieved in a six-

1 Source : United Population Division 2 Sanmogoya is equivalent to ”hard worker” in Bambara AFRICA 19

month period. The programme also integrates lessons covering eracy, but have noted that the community cannot reach higher gender equality and HIV/AIDS into the subject material. Literacy literacy rates without the support of key actors and resources, centres use reading, writing and maths booklets, and image particularly by way of continued teacher training and material boxes designed for basic education and post-literacy, which are provisions. accompanied by a basic education and post-literacy teaching guide for trainers in reading, writing and maths. Trainers supple- Community members have been responsible for managing lit- ment these materials with a set of letter games and the ”Waliga- eracy centres since the beginning of the programme while the na” or numbers table. For women specifically, there are booklets regional centres for pedagogic training and teaching academies on post-literacy that include topics of education, health, the en- provide technical support and follow-up on ground-level activi- vironment, good governance and income-generating activities. ties. Clarifying the roles and the responsibilities for the key ac- World Education also introduced an innovative literacy tool as a tors enables them to participate fully in all aspects of the pro- result of a public/private partnership called ”Kinkajou”, named gramme’s implementation and promotes the appropriation of after a nocturnal animal capable of seeing in the dark. This part- the programme by the local actors (elected community officials, nership between USAID, World Education, Design that Matters teaching academies, pedagogic training centres, members of (affiliated with the Massachusetts Institute of Technology) and the School Management Committee, etc). The communities the Ministry of Education has allowed a simple and locally- have been able to assume almost total control of the centres by appropriate technology to be tested that enables community transferring competencies locally and promoting a community- members in predominately rural areas to learn to read, write and level mobilization of resources and negotiations with other part- count under good conditions at night. The system consists of a ners. Community members negotiate the location of the centre, solar panel that charges a battery daily to power the projector in recruit the Karamogos3, select an equal proportion of male and the evening class. The projector is used in conjunction with the female learners and oversee the operations within the centre. Sanmogoya methodology. An independent evaluation found The delegation of authority is an integral part of the World Edu- positive impacts in literacy centres using Kinkajou projectors. In cation Mali strategy and acts as a means of institutionalising the particular, the participants in Kinkajou centres learned material programme. A systematic challenge is the incorporation of the twice as quickly as those in control centres, and displayed lower newly literate into the professional world so that they can be- drop-out rates (66.5% lower among women). come productive members of Malian society and contribute to the country’s socioeconomic development. Some former literacy Lessons learned programme participants have gone on to become teachers in From the time that it was introduced during the 2003-2004 Mal- training centres for development. The broader challenge is to ex- ian academic year up to the end of 2006, the World Education pand the professional options for this newly literate population. literacy programme has successfully served 17,637 basic literacy learners (6,524 women) and 6,831 post-literacy learners (2,260 In addition, the current model delegates the responsibility of women). World Education assesses the literacy programme par- providing motivation to Karamogos to community members. ticipants through the administering of initial, mid-term and final While Karamogos must agree on the conditions of motivation, literacy tests, which follow the evaluation grid established by the World Education has found that in some cases, the remunera- Ministry of Education’s bureau of non-formal education as well tion is minimal, while in others, Karamogos do not receive any as the internal and external evaluation of the AQEE program. remuneration at all. For World Education, the challenge is to Newly acquired literacy skills enabled parents and community monitor the agreements between the community members members to employ their skills as participants in 756 school and the Karamogos and to ensure that Karamogos receive suf- management committees and/or parent associations. Commu- ficient motivation. nity participation within the education system continues to improve as 1,204 community meetings were held to discuss school results and to develop capacity-building plans in 2004-2005 and 2005-2006. The programme is also building a literate environ- Contact ment within the national languages. World Education Mali BP 2137 World Education noticed an improvement in the quality of Bamako / Mali school management by literacy programme participants. Par- [email protected]. ml ticipants have also been more active in the supervision of their children’s education at home and at school. In addition, community awareness has increased in areas regarding personal hygiene, reproductive health and HIV/AIDS. Members of participating communities have displayed a strong will to achieve lit-

3 Karamogo means “teacher” in Bambara 20 AFRICA

Namibia’s Family Literacy Programme

Context Before Namibia gained independence, education was split along promoters had to meet specific criteria for selection, and one per racial and ethnic lines, based on colonial apartheid laws. Educa- region from 13 different regions was selected and invited to the tion for the non-white population was not only inadequate but training. Their role after the training was to return to the region also inferior compared to the education provided to whites. As a to establish a Family Literacy Centre at the schools that had been result, many people did not have access to schooling, which re- involved in the survey. Their target group was parents of learners sulted in relatively high illiteracy rates in the adult population. in the year prior to Grade 1, and learners in Grade 1. The pilot programme took place 31 May–19 August 2005. The post-independence Ministry of Education (MEC) in Namibia sought to redress that situation and provide “Education for all”. It The main purpose of the training workshop was to equip the took steps to improve access, quality and equity throughout Na- promoters with an understanding of the importance of the par- mibian society. In doing so, however, the government became ents’ and caregivers’ role in their children’s development of lit- aware of the inequalities in the performance of learners. This eracy skills. In the workshop, sessions dealt with early childhood prompted it to develop a family literacy programme that would development, storytelling and reading, songs and music, child promote parent education so as to make parents aware of their protection, children’s rights, HIV/AIDS and nutrition. In addition, supportive role in their children’s first years of school. The first sessions were designed to help promoters to develop skills in step was to conduct a survey to investigate whether the country facilitating groups and designing and writing session outlines. actually needed such a programme. Based on the findings, the MEC would draft an action plan. After the pilot programme ended in August 2005, full implementation of the FLP started in 2006, with three centres per region. The survey Another two centres per region were added in 2007. The survey was conducted in August 2004 to determine the ways in which a family literacy programme could assist parents In 2007 there were 874 participants in the FLP in nine regions and other caregivers to support their children in their first years (statistics for four regions were not received by the time this of school. The sample was limited to one school and community report was compiled). Of these, 83 were male and 791 female. per region. Information was obtained from the school princi- However, not all participants completed the programme; in- pal, teachers, learners, parents and their caregivers, as well as by deed, only 25 males and 443 females did so. From these figures, observing the atmosphere in the school and the community. it is clear that male participation was comparatively low, and that Disadvantaged and isolated schools were identified for this pur- a large number of participants from both groups dropped out. pose by region. Achievements Three groups of learners were interviewed: One group from 1. Stronger parent-teacher relationship. Grade 1 teachers report Grades 1, 2 and 3, respectively. In each group the teachers that participating parents are more interested in what is were asked to select the two learners who were making good happening in the class room. They communicate by letter progress, two average learners, and two learners who were not if there are issues they are not sure of. doing well. For parents’ views, data collectors visited six homes. 2. Stronger parent-school relationship. Parents show more Principals and teachers were asked what they expect children to interest in school activities. know when starting Grade 1, how much assistance they receive 3. Improved confidence. Grade 1 teachers report that learners from parents, and what they would like parents to do in relation have increased self-confidence when participating in such to how teachers teach the children reading and writing. Learn- activities as storytelling. Children share stories in class which ers were asked what support they received from their parents, they have heard at home. what they thought of the school, and what they do after school. 4. Reinforcement. Many of the activities done in the class are Parents were asked how they support or would like to support repeated at home, because the Family Literacy Curriculum their children with their school work, what they thought of the includes activities from the Grade 1 syllabus. school, and what activities they do with their children. 5. Expansion of programme desired. Communities have requested The main conclusion drawn from the survey was that a fam- that the programme be extended to more schools, especially ily literacy programme had a vital role to play in improving the in areas where no pre-schools exist. Such requests may be performance of learners in the lower primary grades. All who a result of the benefits the programme is seen to have had participated in the survey were very much in favour of such a elsewhere. programme and wanted it to start as soon as possible. 6. Certification. Receiving certificates is regarded as encouragement and an achievement since many parents Implementation of the Family Literacy Programme are illiterate. In preparation for the pilot Family Literacy Programme (FLP), Ms. Snoeks Desmond, a consultant from South Africa, was contract- ed to train the first family literacy promoters (facilitators). These AFRICA 21

7. Communication through dance and drama. Parents discovered For many of the solutions, the Directorate has sought recom- dance and drama as a tool for communication of important mendations from individual regions, though some issues still issues. They found it both entertaining and valuable, and remain unresolved. The FLP is relatively new and the Directorate see it as a skill acquired which can also be useful in other of Adult Education is watching closely to see what it can learn contexts. from similar programmes elsewhere to be more effective. The 8. Education in specialized topics. Parents appreciated the low participation of men in educational programmes remains knowledge and skills acquired in specialized topics, such as a big challenge, and for that reason a research proposal was re- HIV/AIDS, nutrition and child protection, which they gained cently formulated and forwarded to UNESCO for funding. The through the family literacy programme. outcome is still awaited.

Challenges Despite the challenges, however, the Directorate remains com- 1. Cultivation and weeding work. Since the FLP targets mitted to monitoring the programme and redressing weak- disadvantaged communities, a large percentage of parents nesses wherever they arise. Serious consideration is currently are unemployed and have to attend to agricultural work for being given to involving more stakeholders. The Directorate their daily survival, which hampers attendance to classes. was recently approached by the Early Childhood Development 2. Migrant work. If participating parents find jobs in other Sector, as well as the sector in government dealing with pre- towns, they regard it as more important than attending the primary schools/Education and Training Sector Improvement classes. Programme (ETSIP), which also would like to become involved 3. Delays in government procurements. The FLP is totally in FLP activities. Such a move would make it possible to reach dependent on the government for provision of materials. more parents throughout Namibia. A joint effort would then be Delays in such provision often occur, which frustrates parents made to lay a good foundation in young children from which and promoters. would spring future learning. 4. Misconception by elders. Some elderly people still mistakenly believe that educating children is the task of teachers, who get paid to do it. 5. Monitoring visits hampered. Monitoring through visitation is often hampered by unavailability of government transport, flooding, heavy rains (in northern regions) and dangerous Contacts gravel roads. Directorate of Adult Education 6. Promoters leaving for greener pastures. The government pays Ministry of Basic Education, Sport and Culture promoters an honorarium of ± N$700.00 per month, which Private Bag 12033 is very little to live on. If promoters get better job offers, they Ausspannplatz often quit and leave. As a result, some centres have been left Windhoek / Namibia without the services of a promoter for long periods, because new promoters require training before they can start. Sinvula Kasokonya 7. Negative attitudes of school principals. There have been reports [email protected] that some principals do not welcome the programme at their schools, since it means more work and responsibilities Ivan Scheffers for them. Such cases are referred to the Regional Director of [email protected] Education. 8. Late payment of promoters. Promoters are often paid late due to technical problems in the salary system, or late submissions of appointments. This can be frustrating to both promoters and supervisors. Often promoters prefer to look for another job. 9. Low participation of men. As a rule, men have not participated in the education system, preferring instead to have women attend to the education of their children.

Conclusion The FLP has been welcomed by communities throughout Na- mibia – not only by the participating parents but also by the promoters, who are dependent on the job opportunity it creates. However, the Directorate of Adult Education faces many challenges, as noted in the preceding section. 22 AFRICA

Family Basic Education – Uganda

Context As a result of government efforts to achieve universal primary sessions include activities such as playing games, and telling enrolment, 7.2 million children throughout most of rural Ugan- and writing stories together. Home learning activities use sto- da have become literate. However, most adults are still illiterate. ries, folklore and other activities to extend school learning to Despite the government Functional Adult Literacy Programme the home. ‘Favourable education practices’ must also be estab- (FAL), only about 5% of would-be learners are reached. lished to encourage a link between school learning and community indigenous knowledge, practices and cultural heritage The Uganda Poverty Eradication Action Plan (PEAP) targets and involve various stakeholders in the planning, implementa- households, assuming that families will demand and claim action, monitoring and shaping of what goes on at school. It is cess to quality basic social services. Yet information on available also important to transform ‘ordinary’ events or facilities such as services is in printed form and claiming these rights requires class visits, school open days, school compounds into effective mastery of literacy and numeracy – skills which family members learning opportunities. Finally, home visits are organised to help do not necessarily have. parents to create both learning space at home and homemade teaching/learning materials. FABE (Family Basic Education) is a programme set up by LABE (Literacy and Adult Education), a leading NGO in the field of basic Each participating school receives a package of materials, while education. LABE first became interested in the possibility of fam- parents make low-cost, home-made teaching/learning materi- ily education projects in the mid nineties as a new dimension of als, either on their own or in the joint parent-child sessions. FABE its adult literacy work in the region, and piloted the programmes has developed a teacher’s guide for adult educators and teach- in the Bugiri district of Eastern Uganda in 2000-2001. By 2005 the ers and introduced various participatory techniques to comple- programme was active in 18 schools, reaching over 1400 parents ment teachers’ existing materials. and over 3300 children. As parents realised the value of literacy, they wanted to support their children in their school work but The approach combines the use of professional teachers (prima- felt increasingly inadequate. In response to this felt need and the ry school teachers) and para-professional adult educators (adult community education plans initiated by local school manage- literacy educators). English and Lusoga (local language) are the ment committees, concerned parents and local government languages of instruction. and district education officials, LABE negotiated a project with Comic Relief through Education Action International to expand Lessons learned the coverage of the pilot project. One of the challenges was to enable parents (especially mothers) and children (especially girls) to play an active but informed role Programme in community affairs, using the school as an entry point. As the The project targets families in the Bugiri district, which is one of programme progressed, diverse empowerment results emerged, the poorest districts in Uganda. Its primary schools perform well some of which were initially unknown or unintended. below the national average and its adult literacy rates are among the lowest in the country, especially for women. The programme Parents were now consciously interacting with children to re- works with teachers and adult educators whose capacities are inforce reading, writing and numeracy skills. They were helping built on family literacy methods. children with homework and checking their children’s books. Aside from literacy and numeracy, the programme also aims to: Some parents were even gathering local learning materials for Q strengthen parental support for children’s educational children, such as bottle tops and counting sticks. needs and equip parents with basic knowledge on school learning methods; They increasingly engaged with their children´s education, Q increase parents’ inter-communication skills while interact- sending written notes to school teachers concerning their chil- ing with children and their teachers; dren’s learning progress or the challenges they faced. They also Q develop parenting skills; attended school activities, such as meetings and open days, and Q create awareness on family learning; and visited the school informally to talk to their children’s teachers Q enrich the abilities of teachers and adult educators in child- about their educational progress. adult teaching/learning methods. As for the parents themselves, after more than 2 years of FABE lit- Consequently, the adult basic literacy and numeracy sessions eracy-related work, they are able to: 1) correctly read sequences for parents only and joint parent-child sessions are structured of numbers from 0 to 1,000 and calculate three-digit numbers in towards building shared learning and promoting home learning writing; 2) record in writing short messages heard on the radio activities which complement school learning. The adult literacy and copy details from a calendar, notice or other text. sessions are based mainly on the school curriculum but structured differently for adult learners. Joint parent-child learning AFRICA 23

Some of these changes were unexpected. To be able to make In addition to the improved reading, writing and numeracy broad generalisations and use these results for policy recom- results, FABE has also produced broader social, economic and mendations, it was necessary to obtain larger sample sizes and political effects: subject the results to greater quantitative analysis. Using con- Q increased resource allocation by local governments to adult trol groups from neighbouring schools where no FABE activities learning; were carried out, the following results have been recorded: Q increased donor interest; and Q community and parental involvement in basic education Family level (household level) now a government policy priority (though the emphasis is Q Number of children reporting domestic violence (especially still on children’s literacy). slaps from their fathers) has dropped by 15%. Q Number of young girls married off (before they are 15) has In the future, FABE would like to achieve the following: dropped by 40%. Q expand the content of family learning but emphasise litera- Q Number of women presenting themselves for election in cy and contextualised basic education in a broad sense; school, church and village committees has increased by Q present convincing evidence of the complementarity of ba- 65%. sic education for children and adults; Q diversify but at the same time retain the coherence and clar- School level ity of what constitutes family basic education in an African Q Increase in girls’ overall school attendance has increased by setting. Avoid getting sidetracked by divergent interpreta- 67 days each year. tions and terminologies; Q Drop-out rate of girls has decreased by 15%. Q develop an assessment framework for basic adult education Q Number of women in school governance structures has in- competencies that can equally be used to assess the qualifi- creased by 68%. cations system for basic children’s education; and Q Number of parents who take part in developing school Q market FABE further to gain the support of local and central development plans has increased by 65%. governments and win funders for sector-wide support – to go beyond an NGO project approach. Community level Q Number of (previously non-literate) community members Contact who took part in the last national elections by independ- Patrick Kiirya ently selecting a candidate of their choice has increased by Director · FABE 27%. P.O Box 1438 Q Ratio of new community members who have joined local Jinja / Uganda voluntary associations has risen to 3:5 (3 being the new [email protected] members). www.labeuganda.org 24 Family Literacy North & Latin America 25

NORTH AND LATIN AMERICA 26 North & Latin America

Family Literacy in Canada

Context Canada is the second largest country in the world, whose bor- In its review of the IALSS data, the National Advisory Committee ders span 7,500 km from East to West. Canada is a knowledge- on Literacy and Essential Skills observed the following: based economy that relies heavily on exports and whose major Q The prose literacy performance of the Aboriginal popula- trading partner is the United States of America. There is currently tions surveyed is lower than that of the total Canadian labour market polarization, which features growth in both high- population. Younger Aboriginal people have higher scores ly skilled, well-paid and secure jobs, and low-skilled, poorly paid than older ones, but all age groups score lower than non- and unstable jobs. Aboriginal people. Q The proportion of Francophones with low literacy is higher Canada is a nation built on immigration. By historical standards, than the proportion of Anglophones with low literacy. The the share of Canada’s population composed of immigrants has al- exception is Quebec, where there are no significant differ- ways been relatively high – between 15% and 22% during the last ences in prose literacy proficiency between Francophones century. In 2001, 18% of Canadians were immigrants and 39% of and Anglophones at the same level of educational attain- the population was either first- or second-generation immigrants, ment. that is, persons born outside Canada or having at least one parent Q Overall, immigrants of work age performed significantly born outside Canada. Canada ranked fifth among OECD nations below the Canadian-born population. Recent immigrants in terms of its resident population that is immigrant. (ten years or less) and established immigrants (more than ten years) have the same average score in all four domains French and English are the two official languages in Canada. and have the same proportion scoring below level 3 in all English is the predominant language except for the province of four domains. Quebec, where 6 million of the 7.5 million inhabitants are French- Q Immigrants whose mother tongue was neither English nor speaking. There is also a French-speaking minority (approximate- French have lower average scores in all four domains com- ly 1 million people) dispersed across the country. pared to immigrants whose mother tongue is one of the two official languages. Primary, secondary and post-secondary education is the responsibility of the provincial and territorial governments. Curriculum How is Canada responding to this situation? In principle, the re- varies slightly across the 13 jurisdictions, but each province and sponsibility for the delivery of literacy programmes rests with the territory offers free public education from Grade 1 (ages 5 or 6) provincial and territorial governments. In a recent declaration on to Grade 12 (ages 17–19). Some jurisdictions also offer free part- learning, the Council of Ministers in Education (CMEC) identi- time or full-time kindergarten programmes (ages 4–5). School fied a number of goals that must be achieved to ensure lifelong attainment rates and adult literacy rates vary significantly across learning, including: to provide access to high quality early child- the country and among different language and cultural groups. hood education that ensures that children arrive at school ready to learn, and to raise the literacy levels of Canadians. The national high school completion rate in 2002–2003 was 74%. Canadian students performed very well in terms of math- Family literacy programmes ematics literacy on OECD’s Programme for International Student There is neither a single approach nor a single programme in Assessment (PISA), with only Hong Kong-China and Finland per- family literacy in Canada. Programmes are tailored to the specific forming significantly better than Canada. Student achievement cultural or linguistic needs of families in their communities. The is measured by all jurisdictions, and, overall, students perform programmes and activities in family literacy conducted across well within established national and international norms. Cana- the country are defined by their richness, depth and quality. dian educators have placed a high priority on information and communications technologies. As a result, in Canadian schools, A 1997 survey of programmes identified over 20 different pro- there was an average of 6 students per computer compared to gramme models. Most programmes are offered in English or 15 students per computer in OECD countries. Further, 89% of French. Some are emerging in some Aboriginal languages. Oth- 15-year-olds in 2003 had a home internet connection, ranking ers that target immigrant families incorporate elements of the second after Sweden (90%), and overall, about 90% of students native tongue and culture. reported frequent computer use at home. The majority of programmes focus on parents with pre-school- The 2003 Adult Literacy and Skills Survey (IALSS) shows that 48% aged children. Although significant efforts are made to reach of Canadians aged 16 and over performed at levels 1 or 2 on the parents from lower socio-economic groups or those with lower literacy skills, more middle or upper-middle class families seem prose literacy scale. In the nine-year span between the 1994 IALS to enrol in the programmes. Larger population areas allow for survey and the 2003 IALSS, Canada has added 1 million more more homogeneous groupings based around language, cul- people who fall under level 3 (8 million in 1994 and 9 million ture and socio-economic status. Programmes offered in rural in 2003). This increase can be largely attributed to population communities especially tend to bring together families from all growth. North & Latin America 27

socio-economic strata because targeting lower income groups Francophone programmes would stigmatize the participants. Family literacy programmes in French began to be offered in Alberta as early as 1992. But it was a national symposium on Most often in Canada, programmes are offered by community- family literacy in French hosted by the Fédération canadienne based NGOs in collaboration with multiple partners, such as pour l’alphabétisation en français (FCAF) in 1994 that was the school boards, health service providers and immigrant service precursor to the delivery of family literacy programmes in French agencies. Adults are always directly involved in family literacy across the country. activities, whereas children are either directly or indirectly involved. Initially materials and programmes were developed and offered in French in individual provinces and territories outside of Anglophone programmes Quebec. Collaborations and sharing of resources occurred on Building on family literacy programmes created in Israel, the an ad hoc, uncoordinated basis. In 2003, the Federal govern- United States and England in the 1970s and 1980s, programmes ment initiated a national five-year plan to support the develop- began to appear in Canada in the early 1980s. A few programmes ment of francophone communities outside of Quebec. Family were offered in English in Toronto, Winnipeg and Montreal. By literacy was a component of this five-year plan. The FCAF and the mid-1990s, programmes were being offered in English in its member organizations in each province and territory worked every province and territory. together to develop and implement a five-year plan for family literacy. The results from the long-term funding and efforts have In addition, other local, provincial and national initiatives began been impressive. Examples include: to emerge. In the late 1980s and early 1990s. Advocacy groups Q An awareness-raising kit was produced and distributed became active, particularly the Family Literacy Interest Group across the country (FLIG) in Ontario and the Family Literacy Action Group (FLAG) in Q The CFL’s Foundational Training Programme was translated Alberta. FLAG produced many organizational tools and materi- into French and adapted to meet the specific needs of the als that were eventually incorporated into the Centre for Family minority francophone population Literacy (CFL). The CFL is a leader in family literacy in Canada, Q New programme models were developed and delivered having developed innovative tools, programmes and training Q Programme evaluation tools were developed and imple- initiatives. mented Q Provincial organizations’ capacities were enhanced through The CFL developed Foundational Training in Family Literacy, a systematic training sessions in areas such as strategic plan- five-day training programme specifically aimed at family literacy ning, results-based management and effective community- practitioners. Also, a number of best practices documents have collaboration models been prepared over the years. Foundational Training in Family Q A national research committee was established and a strat- Literacy includes the following topics: egy developed Q Understanding family literacy Q Understanding and working with diversity in family literacy Family literacy in Canada has developed significantly since the programmes 1990s. The benefits of programmes are increasingly recognized. Q Working with communities With adequate, stable funding, programmes could become Q Understanding the child more generalized and more families could benefit. Q Understanding emergent literacy Q Understanding and working with parents Contact Q Working with families in a family literacy setting Yvon Laberge Q Administering a family literacy project/programme Fédération canadienne pour l’alphabétisation en français Q Developing an evaluation plan Ottawa / Canada Q Best practices in family literacy [email protected] [email protected] 28 North & Latin America

CONALFA – Guatemala

Context The Guatemalan National Commission for Adult Literacy This programme targets mainly the indigenous population, (CONALFA: Comisión Nacional de Alfabetización de Adultos) whose native tongue is most often a Mayan language (par- conducts a family literacy programme. At the family level, the ticularly the Achí, Poq´omchi and Qécqchi languages), but also programme is facilitated by a family member, typically an elemen- those who speak Spanish. The family literacy programme aims tary schoolboy who is in Grade 4, 5 or 6. He helps adult family to help adults with the following: members (usually his parents) to learn to read and write and to Q Problem-solving that requires the use of written do basic arithmetic. information Q Accepting more responsibility within the community The family literacy programme was initiated in 1998 in Baja Ve- Q Increasing self-esteem and sense of personal value rapaz, a region in central Guatemala that has one of the highest Q Providing women with equal opportunities rates of illiteracy in the country, particularly among the indigenous population. Greater emphasis was placed on this pro- Although the programme is oriented mainly towards increasing gramme once it was recognized that the conventional modes the literacy of young people and adults in the nuclear family, the of literacy provision were falling short of their objectives. The students as literacy tutors also benefit. For instance, they: chief cause of this situation was seen to be irregular attendance Q Assume a leadership role within the family and within the by students. Their lack of adequate participation was due to school socio-economic difficulties in the family. Such hardship affect Q Become more responsible regarding his or her schoolwork particularly women, who suffered from long-standing practices Q Improve their study and thinking skills by learning how to of exclusion, as well as self-esteem issues and socio-political employ the programme methodology marginalization. Q Are encouraged to continue their education in order to improve their professional opportunities The programme Q Are valued more by their parents as a result of their The programme has been carried out throughout Baja Verapaz, increased abilities and greater commitment to their studies and since its inauguration it has been extended to the regions of Zacapa, Alta Verapaz, Escuintla and Chimaltenango. In all likeli- The school children who act as literacy tutors teach reading and hood, the programme will soon operate country-wide. writing by focusing on personal expression in everyday situa- tions. Similarly, they teach basic arithmetic by focusing on solv- The chief objective of the family literacy programme is to help ing everyday problems. Lessons about health, the economy, the members of a nuclear family to become literate. Because the family and politics use an analytical-reflective approach. Three facilitator in this process is a family member, instruction can be printed modules are provided to each literacy student. tailored to each family member’s situation, making adjustments for work schedules and other family demands and thereby overcoming the usual obstacles posed by culturally embedded behaviours and logistical issues (e.g. the distance from the home to a meeting place of a conventional literacy group). North & Latin America 29

CONALFA’s implementation of the programme is headed by a Impact and lessons learned municipal literacy coordinator, who is assisted by a community The programme’s drop-out rate has been quite low, which testi- supervisor, who provides technical-pedagogical support and fies to its appeal. In addition, it has had a positive impact on fami- instructional materials to at least 20 child literacy tutors. lies (e.g. strengthening family bonds and communication) and The successful operation and development of this programme the community (e.g. increasing literacy students’ participation depends on several players. Because the municipal coordina- in the community). Of course, the monitoring and educational tor, pedagogical supervisor and state coordinator are part of the support has required greater investment of time and money, but programme’s permanent administrative structure, we sketch the the results so far justify the investment. profiles of only two other key figures here. With regard to the families and the communities in which this The first is the community monitor, who should have the follow- programme has been conducted, developments have met the ing characteristics: socio-economic needs of the target population. Statistically Q Resides in and originates from the community speaking, since the drop-out rate fell almost 35 points between Q Accepted by the community based on his or her skills and 2000 and 2004, this programme has proven to be among the educational outreach experience most effective means of combating illiteracy in Guatemala. Q Has completed studies on basic elementary education and is able to conduct monitoring of literacy instruction Due to the family literacy programme’s innovative fusion of Q Has sufficient time to do the assigned job well the formal with the non-formal education system, where the Q Carries out his or her duties in a responsible manner community project cooperates with the formal school system Q Is respectful of religious differences in order to increase literacy both in the school and in families, there has been a marked improvement in prospects not only Another key figure, as noted above, is the schoolchild who acts for schoolchildren but also for the participating communities as as a literacy tutor within his or her family. He or she should: a whole. The family literacy programme has been a means of Q Be a student in Grade 4, 5 or 6 in an elementary school in empowerment for all involved. the community Q Be 10–14 years of age Q Have sufficient time for literacy tutoring Contact Q Be committed to conducting literacy tutoring within his or Jorge Rudy Garcia Monterroso her immediate family Comite Nacional de la Alfabetizacion Q Be able and willing to use the appropriate methodology in CONALFA literacy tutoring 2 calle 6 - 51 Zona 2 Guatemala Ciudad [email protected] 30 North & Latin America

The National Center for Family Literacy in the United States

Context literacy, English as a Second Language, volunteerism and com- Overcoming low literacy poses a daunting challenge in the munity partnerships. United States of America. The breadth and diversity of needs throughout the country reflect the uniqueness of each com- The components of family literacy – children’s education, adult munity, making a “one size fits all” solution impossible. Never- education, parenting education and interactive literacy activities theless, the focus on family literacy provides a powerful means between parents and children – are the essential ingredients of for addressing educational barriers because it raises the literacy the comprehensive approach, but may be configured in differ- levels of two generations simultaneously, is flexible and adapt- ent ways. The most prevalent approach is the provision of cen- able to meet the specific literacy, cultural, and career goals of tre-based classes. In these programmes, parents and children participants, and maximizes resources by blending public and participate in separate sessions to improve their literacy skills, private funds to support services for individual family members and also come together at specific times to participate in inter- and families as a whole. active literacy-building activities. Parents also meet to develop skills needed to be a parent, worker and community member. Despite vast improvements in research-based instruction and growing public awareness about the economic burdens of low The majority of the family literacy programmes serve children literacy, the U.S. continues to wrestle with solutions to improve from birth to 8 years of age and typically bring parents into educational attainment for the most at-risk adults, children and the facilities that house early childhood programmes. Some families. In 2003, the National Adult Assessment of Literacy centre-based programmes operate in elementary schools, (NAAL) showed that 14% of adults – about 30 million – have where parents observe and take part in their children’s class- insufficient literacy skills. The connection between parental edu- room activities to learn strategies to support their children’s cational attainment and children’s literacy achievement is well academic progress at home. Other centre-based programmes documented. That 38% of U.S. children in Grade 4 are reading at operate in the evening and are particularly popular with fathers below the basic level is evidence that a multigenerational solu- and mothers who attend with their children after the workday. tion is critical. Although they are in the minority, some programmes provide services exclusively through home visits. Compounding the problem of low literacy in the U.S. is the rap- id growth of immigrant populations, especially Hispanics, who The most intensive programmes operate every day for the face both linguistic and cultural barriers to success. Low literacy length of the school day, while less intensive programmes oper- in English and high dropout rates indicate a need to address the ate several evenings per week or have weekly home visits. The specific needs of this population efficiently, while also building level of intensity of family literacy services varies according to on the strengths of family and community ties. many factors, but the evidence suggests that the most effective programmes are more intensive. About the programme The comprehensive family literacy model now central to fed- When parents and children come together for interactive liter- eral legislation began as the Parent and Child Education (PACE) acy activities, teachers provide initial instruction and guidance programme in Kentucky, spearheaded by then Director of Adult to parents and then observe interactions between parents and Education, Sharon Darling. Based on that programme’s success children. The goal of these sessions is to help parents to explore and with the support of the William R. Kenan, Jr. Charitable Trust, and grow in their role as the primary teachers of their children Darling expanded the model and founded the National Center with support from educational professionals. Following this in- for Family Literacy (NCFL). With early and ongoing support from teractive time, teachers debrief parents about their experiences Toyota, the NCFL’s model has spread throughout the country. with their child, discussing what learning strategies were effective, what parents discovered about their child’s learning styles Today, the NCFL provides training, public awareness, advocacy and and how they can apply their new knowledge about their child’s other services to approximately 6,000 family literacy programmes development to learning experiences at home. in the U.S. Toyota’s commitment of more than $35 million to establish model programmes can be credited with much of the Due to the variation among programmes, there is no standard expansion of services to different age groups and cultures. These family literacy curriculum. In most states, programmes deliver services have touched the lives of more than one million families. adult education in accordance with the particular state’s adult education criteria and children’s education in accordance with Since its inception, the NCFL has provided training and techni- the state’s standards for pre-school or elementary school. In the cal assistance for more than 150,000 teachers and programme parenting component, many programmes use commercial cur- administrators. Through the Verizon Foundation’s free website, ricula that teach parents about child development and how to Thinkfinity.org, the NCFL offers distance learning opportunities become their child’s first and most important teacher. Parent and programme assessment tools online. Other NCFL initiatives, education sessions also may include topics of particular interest both privately and publicly funded, have provided training and to parents, such as understanding their child’s school system, resources in areas such as workforce development, financial how to access health and social services, and financial literacy. North & Latin America 31

NCFL also provides programmes with resources such as integrat- the U.S. Office of Management and Budget, found that children ed lesson plans that link adult education, parent education, chil- with special needs who did not participate in FACE are twice as dren’s education, and parent-child interactive literacy activities. likely to require special education services at school entry than are children who participated in FACE (30% compared to 15%). Impact and lessons learned Programme evaluation data and research studies continually In 2005, 50% of participating FACE pre-school children demon- document the short- and long-term successes of family liter- strated significant gains in personal and social development, acy participants. For example, a compilation of family literacy language and literacy, mathematical thinking, social studies, follow-up data by Dr. Andrew Hayes, University of North Carolina scientific thinking, arts and physical development as measured at Wilmington, found that both adults and children who par- by the Meisels’ Work Sampling System. Following a two-year ticipated in comprehensive family literacy programmes made intervention in which teachers and parents were trained in in- long-term gains. teractive dialogic reading strategies, FACE children moved from very low expressive vocabulary to nearly equal standing with Data representing 969 adult students who had completed a national peers – from the 11th to the 47th percentile. family literacy programme indicated that: Q 51% had obtained high school equivalency Longstanding family literacy programmes like FACE and the Q 43% had jobs, compared with 14% prior to enrolment Toyota programmes consistently show significant gains for the Q 14% were enrolled in some form of post-secondary educa- adults and children enrolled in them. Furthermore, research has tion or job training programme, or continuing in adult basic demonstrated that adults remain in family literacy programmes education working toward high school equivalency certi- longer than learners in adult-only programmes, resulting fication in greater educational gains. Children in family literacy pro- Q 23% reduced dependency on public assistance grammes score higher on standardized tests than comparison children who do not participate in such programmes. Data on 1,113 children participating in family literacy programmes and comparison data on 478 randomly selected chil- The value added in family literacy programming is the unique dren revealed that: motivation stemming from the parent-child relationship. Re- Q Children who participated in family literacy services are pre- search continues to support linkages between parental educa- pared for kindergarten when they enter, as indicated by rat- tion level and the amount of time parents read to their children, ings of eight factors by their current teachers parents’ ability to provide a financially stable home, and ulti- Q Family literacy children have higher standardized test scores mately children’s performance in school. Family literacy increas- than comparison children in reading, language, and math es parent support of children’s education because it provides Q Family literacy children receive higher class grades than parents the skills they need in order to do so. comparison children Q Family literacy children continue to be successful in school as indicated by ratings by their teachers

Families participating in NCFL-designed programmes for special Contact populations also demonstrate significant improvements in lit- Sharon Darling eracy skills and behaviours. President and Founder National Center for Family Literacy Adults who have participated in the current Toyota Family Lit- 325 West Main Street, Suite 300 eracy Program (TFLP), which serves Hispanic and immigrant Louisville, KY 40202-4237 / USA populations, have shown significant increases in literacy. Chil- [email protected] dren participating in the TFLP have been consistently rated significantly higher on a set of academic, social and behavioural indicators by their classroom teachers than a matched, non-TFLP comparison group.

The Family and Child Education (FACE) programme, which serves Native American families, expanded from 500 participants in 1991 to more than 4,500 in 2005, indicating the increased interest in and need for the programme.

At the conclusion of 2005, 68% of adults participating in FACE read to their children on a daily basis, compared to the U.S. national average of 36%. A FACE Impact Study, commissioned by 32 Family Literacy ARAB STATES 33

ARAB STATES 34 Family Literacy

The Mother-Child Home Education Programme in Bahrain

Context The Mother-Child Home Education Programme (MOCEP) Bahrain encourage, support and guide mothers and children. Often, was launched in 2000 in the Kingdom of Bahrain. It targets needy other family members participate in the learning activities and families through a home intervention literacy/empowerment pro- improve their literacy skills as well. If a mother is not function- gramme, serving 200 families in Bahrain annually. It is currently the ally literate or does not understand what she is reading, another Arabic MOCEP training hub for the other Gulf Cooperation Council close family member will help the child with the lessons. In such (GCC) countries. MOCEP-Bahrain has trained and is operating in cases, the mothers remain in the programme to improve their Saudi Arabia and is expanding to other GCC countries. own literacy skills; often by the end of the programme, they have replaced the stand-in relative and have become more competent About the programme and confident. They come to see themselves as real teachers for The Mother Child Education Foundation (AÇEV) was started in their children after having been so well supported by a network Turkey over 20 years ago. It grew out of a research study con- of professionals and their relatives during the programme. ducted at Bogazi University that was designed to improve pre- school education for poor families throughout Turkey. It has been Objectives operating there successfully, now under the auspices of Turkey’s 1. To address the disparities associated with poverty and Ministry of Education. disadvantage. There is growing disparity between rich and poor in the local Bahraini population and many families live In the late 1990s, MOCEP was translated into Arabic and adapted in constant poverty. Well over half the pre-school population for implementation with the local Arab, Bahraini population. cannot afford early childhood education or intervention, MOCEP-Bahrain annually targets 200 families living in poverty. It and there is no comprehensive early education programme is run under the auspices of the Bahrain Red Crescent Society, a country-wide. So far, MOCEP has served only a fraction of the privately run NGO charity organization that provides a non-for- families in need of educational intervention in Bahrain. Each mal, home-based educational programme for pre-school-aged year we are unable to serve all the families that register for children and their mothers in the Kingdom of Bahrain and other the programme due to a lack of funding and support. GCC countries. 2. To redress the unofficial functional illiteracy that exists in families living with disadvantage or in poverty. MOCEP fosters and MOCEP is a two-generational, six-month programme. It has two improves the functional literacy skills of the adults (mothers) components: who are the primary caretakers/teachers in the programme. 1. A series of weekly discussions and lectures (including Those adults also participate in a comprehensive parent planned parenthood discussions) for the mothers in their education programme, which serves as a preventive measure regional areas against early drop-out rates. Success rates are highest for the 2. Cognitive training materials/activities that are given to the children in the area of language ability and communication mothers so that they can teach their own children pre-read- skills. iness skills at home before they enter primary school 3. To provide a social, community network of empowerment that creates opportunities and sustains them via literacy/education These two components provide mothers with a powerful literacy/ programming. MOCEP dynamically constructs and sustains a educational base for child-rearing/training on the one hand and knowledge and skill base that responds to existing needs and children with the necessary skills to compete at the primary school creates opportunities. level. In addition, positive-attitude training empowers mothers and their families to sustain the benefits of the programme. Facilitators All staff (discussion leaders, teachers, assistants, managers, re- Approach searchers) are trained at the official training centre in Bahrain. A MOCEP’s teaching approach for the parents (mother training) published training course was developed and used for training is dynamic yet structured. The emphasis is on cooperative ex- staff at MOCEP-Bahrain and in other Arabic-speaking countries change through guided general topics, such as listening and in the region. All candidates for training are college graduates reading. No grades are given; most important is that the partici- and bi-lingual (English and Arabic). Initial intensive training is fol- pants digest and make sense of the information shared. Mothers lowed by an in-service training programme lasting at least one in a given group help and support each other to make respon- year. All staff are given equal voting rights in MOCEP regarding sible choices based on the education/information provided and the design, implementation and improvement of content, as their own unique circumstances and backgrounds. well as the diversification and direction of the programme.

Mothers follow a structured day-by-day programme of activities, Key programme elements which they do with their children at home. There are no time- To assure its successful operation, MOCEP-Bahrain seeks to do frames, nor are the children given any grades. Feedback is given the following: at weekly meetings, and the children show significant gains early Q Base the intervention on research and make it theory-driven in the programme intervention. Teachers make weekly visits to so that it can influence public policy. ARAB STATES 35

Q Include a combined child and parent education pro- Results: Child development gramme. Q Cognitive abilities: Intervention children significantly out- Q Base the programme on a two-generational plan with long- performed control-group children, four to one, on verbal, term objectives. reasoning and spatial ability measures. Q Keep attrition rates below 20%. Account for attrition costs Q Self-concept measure: Intervention children had significant- in “success” models. ly higher scores than control-group children on self-concept Q Employ professionally trained staff. competency and acceptance measures. Q Provide staff with flexibility to change roles according to Q Social skills and behaviour problems: As a result of the pro- services provided. gramme, intervention children had fewer behavioural prob- Q Provide staff with continual in-service training. lems than control-group children. Q Make frequent home visits – more visits assures better Q Quality of mother-child relationship: Mother-child relation- sustainability. ships involved less over-dependency and conflict for inter- Q Closely link intervention, either directly or indirectly, with com- vention participants than for control-group participants. munity and government agencies (social services, personal support, food supplies, employment, prenatal care, etc.). Results: Parent, family and home influences on child development Q Recognize that needs are not always apparent nor easily Q Parental beliefs and practices (strategies) for disciplining solved and that adjustments may have to be made to meet children: The intervention predicted a significant reduction needs. Seek expert advice when necessary to meet needs. in the lax (permissive) parenting strategy, whereas harsh Q Adopt a contextual view of the child within the family and parenting was associated with lower cognitive abilities and the family within the community. firm parenting was associated with higher social skill scores. Q Recognize that resources provided must include human Q Parental child-rearing orientations (beliefs and values): Pro- involvement, such as caring, respect and trust. gressive parenting beliefs were correlated with higher cogni- Q Provide a direct and uncomplicated approach to meet needs. tive/social abilities and fewer behavioural problems, whereas Q Make intervention rules and guidelines flexible, not rigid traditional parenting beliefs reinforced less social competen- boundaries. cy and over-dependent parent-child relationships Q Provide for emergency backup resources and services Q Quality of home environment: In comparison with control- (transport, visits, etc.) to ensure quality. group families, intervention families provided significantly Q Do not employ a hierarchical structure in the intervention; more stimulation for learning; warmer, more affectionate all staff members should have an equal voice in decision- relationships; and less physical punishment at home. making. Teamwork makes for success. Q Hold frequent and regular staff meetings. Feedback and re- In sum, the research findings provide clear evidence that MOCEP direction are central to all successful programming. works effectively to improve children’s skills and abilities before they enter primary school and it promotes positive changes in Assessment of research and outcomes parenting skills and home environments for early learning In 2001–2003 an experimental study and assessment was conducted to measure the MOCEP programme’s impact on children’s Impact development and family relations in the Kingdom of Bahrain. A MOCEP has proven cost-effective in assisting families living with random sample from a cohort of children born in 1996 was se- social, economic, and cultural disadvantage. MOCEP gives chil- lected for the investigation. For the intervention, 92 families were dren an academic head start, readying them for entry into pri- recruited, while 75 families served as a control group for compari- mary school, where they will be able to compete with their peers. son in the study. All families were socially and economically dis- In addition, the programme addresses many potential risk factors advantaged, and all child participants were approaching primary in the home life, including learning disabilities, handicaps, poor school age but not attending any form of pre-school. health conditions and abuse. It empowers families with knowledge, skills and opportunities for change. It is a catalyst and in- The study measured the effects of the MOCEP on several aspects centive for constructive change outside the family because fam- of children’s development (cognitive, social and emotional com- ily members are more confident and able to meet their needs petencies) and parental attitudes and beliefs regarding child- and pursue their goals. rearing and development. The quality of home environments was also investigated. Contact Dr. Julie Hadeed All children, families and home environments were pre-tested Founder and Director before the intervention (2001) and then post-tested at the end MOCEP-Bahrain of the intervention (2002). All tests were carried out in Arabic by P.O. Box 30537 trained staff. Manama, Kingdom of Bahrain [email protected] 36 ARAB STATES

The Trust of Program for Early Childhood, Family and Community Education – Israel / Palestinian Communities

Context The Trust of Programs for Early Childhood Family and Com- First, the home intervention programme – the Mother-to-Mother munity Education was established in Jerusalem in 1984 as an programme – is based on the view that every child deserves indigenous developmental organization by a group of Palestin- to live in a healthy atmosphere and be raised by a functional ian educators and social workers. The organization’s chief ob- family. The programme enables mothers to act as social-change jective is to empower Palestinian communities by means of a agents in their families and communities. By gaining knowledge holistic, integrative and inclusive approach. The Trust works with of child development and education, as well as increasing their Palestinian communities in Israel and the Palestinian National level of self-confidence, they become better able to play a role in Authority (PNA) areas, where it currently operates the following decision-making concerning their children’s education. programmes: Q The Mother-to-Mother programme supports and strength- Second, the Learn-by-Play programme is based on the view that ens the parenting skills of young mothers (and fathers), em- every child has a right to education. The programme aims to powering parents individually and collectively. reduce illiteracy and limit the school drop-out rate among the Q The Young Women and the Prevention of Early Marriage pro- children, which will result in their maintaining and pursuing their grammes help young women to gain self-confidence and right to education. The programme works mainly with children knowledge in the field of education and raise the awareness from Grades 2, 3 and 4 to build their basic skills in reading, writ- of parents and young women about the consequences of ing and arithmetic. early marriage. Q The Women Empowerment Program aims to be a means of Third, the Teachers’ Training Program trains pre-school staff mem- community development by supporting women and pro- bers and supports them in their work with children, parents and viding them with the skills necessary to initiate programmes the community. and services in their communities. Q The Teachers’ Training Program trains pre-school staff mem- Illiteracy is mainly attributed to the nature of the school environ- bers and supports them in their work with children, parents ment and a lack of resources, such as over-crowded classrooms, and the community. poor facilities and no heating system. Furthermore, there is a Q The Combating Domestic Violence programme seeks to big gap between school culture and home culture. It is often counteract domestic violence and continues to develop the difficult for parents to prepare their children adequately to meet necessary skills and technical know-how to face the chal- the school’s expectations, and the curriculum may not always lenges of such violence. bear any relation to the child’s reality. Also with average class Q The Learn-by-Play programme we consider to be the cor- sizes of 40 students per class, there is a danger that teachers will nerstone of our other community-based programmes and a overlook those whose behaviour or abilities do not meet the means to life-long learning. The programme aims to reduce “normal standards” from the teachers’ perspective. No less seri- illiteracy and decrease the school drop-out rate. ous is the fact that the school system allows many children to be upgraded from one class to another regardless to their level The Learn-by-Play programme and lifelong learning of achievement in school. The programme was started in Jerusalem in response to a high school’s request for a literacy programme for its students, The programme and its components many of whom suffered were illiterate. When selecting candi- The Learn-by-Play programme is holistic, integrative, modular dates for the programme, we found that 85% of the illiterate and flexible. Its different components can fit a community’s students came from extremely poor neighbourhoods, where diverse and changing needs. school drop-out rates were high and the illiteracy rate among those who managed to reach high school was also very high. The programme is based on work-papers that simplify the There were also serious differences in expectations and com- school’s curriculum and help the students to understand the munication between the parents in these neighbourhood and material more easily. The students are provided with a pleasant, the schools. While parents lacked the skills necessary to support friendly environment where they can feel confident, safe and free their involvement in their children’s education, the schools were to express themselves to the educator. In addition, games can be neither well-prepared for nor responsive to the children’s needs, played that help to explain the key educational concepts at issue. which caused feelings of alienation among those children. The programme also encourages parent involvement through meetings and activities, which seek to build a partnership be- To bridge the gap between home and school, and to solve tween the parents and the teachers for the children’s benefit. the problem, as well as to cope with the increasing illiteracy in schools, the programme operates on three levels: with parents Furthermore, there are activities such as didactic games, songs (mainly mothers), children and educators. The Trust launched and small talks, that enhance the students’ potential and cul- a three-part programme to meet the distinct and interrelated tivates a friendly relation among the children themselves, as needs on these three levels. well as between them and the tutor, providing the necessary ARAB STATES 37

support to the pupils who often have been given up on by their Follow-up on the progress of students who have entered Grade community as “lost causes”. 5 is achieved by maintaining contact with teachers and students, and by tracking their school reports. We have noticed that the Tutors: In training courses for young women (big sisters), last- students have continued to progress, testifying to the lasting im- ing 22 hours over five days, they receive intensive training in pact of the gains they made in the preceding year’s work within educating children in basic subjects, and on the Learn-by-Play the programme. programme’s principles and techniques and how to realize the programme’s objectives. These young women act as “big sisters” Programme goals to the younger students, helping them do their homework, etc. The Learn-by-Play programme has the following operation Following the training, the tutors work with groups of seven goals: children, twice a week for three hours each meeting. The pro- Q To reduce illiteracy among students gramme creates a pleasant atmosphere in which the students Q To improve the level of achievement in school by Grade 2, can do their homework and use the work-papers we have pre- 3 and 4 students pared for the curriculum. Q To recruit young women and college students, and offer them training with professional techniques in tutoring and Parent involvement: In monthly meetings with parents, their chil- managing groups to act as “big sisters” to the younger stu- dren’s progress is discussed in order to strengthen relations and dents better understand the children’s behaviour. The aim to maximize Q To provide adequate learning conditions and consider in- the programme’s benefits. dividual needs Q To help students with their studies in basic subjects, such as Educators: Teachers of the students involved in the programme arithmetic and Arabic and English language are given the opportunity to participate in study days and work- Q To involve parents through monthly meetings shops on social development, children rights and learning diffi- Q To network with local organizations in order dto pool re- culties. Enrichment workshops for young women educators are sources conducted on children’s rights, drama and learning difficulties. Q To enrol the teachers involved in the programme in study The work of the “big sisters” is accompanied by bi-weekly follow- days and workshops up meetings. Challenges Evaluation The programme is meant to promote and support the process of The evaluation of the Learn-by-Play programme is formative and lifelong learning. It therefore has to be flexible enough to meet ongoing. The professional coordinators issue a periodical report the specific and changing needs of the local community. The to find out the extent to which the execution of the programme programme is implemented in full partnership with the com- accords with the work-plan. Those professionals In regular Trust munity stakeholders, schools, children and families. meetings, the senior staff discuss the aforementioned report, address any concerns, and make proposals to make programme The major challenge we face is the expansion of the pro- delivery more effective. Every three months, the professional gramme. There is a high demand to implement and operate the coordinators of all the Trust’s programmes meet to discuss the programme in new areas and new schools. In addition, schools reports, and each coordinator contributes to the process of already enrolled in the programme wish to add more and more formative evaluation. Together we seek to determine where the students every year. This challenge has forced the Trust team various programmes can be integrated with one another in order to search for new professionals to join the programme and to to meet the programmes’ individual and collective objectives. recruit more tutors to aid in implementing the programme.

Weekly supervision is provided to the tutors. At each location, the Trust’s coordinator meets with the tutors for follow-up and Contact enrichment, and the tutors are also able to discuss any problems Farid Abu Gosh they might have encountered in the previous week. The Trust of Programs for Early The students are monitored through their test scores and their Childhood, Family and Community weekly progress in overcoming their weaknesses with their tu- Education tors. Special tutoring sessions are given at the school prior to P.O.Box 51303 assigned tests; in the sessions, the tutors review all the test ma- Jerusalem terial with the students. The school results attest the students’ [email protected] improvements, and the teachers have commented favourably on the progress of some of their students. Feedback from school principals, educational supervisors, teachers and parents is also factored into the evaluations. 38 Family Literacy ASIA & PACIFIC 39

ASIA AND PACIFIC 40 ASIA & PACIFIC

The Manukau Family Literacy Project – New Zealand

Context The programme Following the 1996 International Adult Literacy Survey (IALS), The Manukau City Council established COMET as a not-for-profit interest in adult literacy increased in New Zealand. The govern- organization to support and stimulate educational opportuni- ment developed a national adult literacy strategy and empha- ties in the city. Early in 2002, COMET identified family literacy as sized “foundation learning” in the post-school sector. The strat- a potential area in which it could work to complement its other egy’s primary objectives are: educational work in the city. In September, COMET hosted Con- Q to increase significantly the literacy, numeracy and language nie Lash Freeman from the US National Center for Family Literacy skills of the low-skilled workforce (NCFL) and conducted a seminar to explore the family literacy Q to improve settlement outcomes for new migrants and refu- option, relying on Connie as a key resource person. Thereafter, gees the Manukau Family Literacy Programme (MFLP) secured fund- Q to improve the foundation skills of parents with poor edu- ing from the Ministry of Education, a programme co-ordinator cational attainment who want to support their children’s was appointed, an advisory and reference committee estab- learning lished, two pilot sites selected, and a formative and process evaluation initiated. A third site was added in 2004, and a fourth One result of these policy changes has been a move to diversify in 2005. The two pilot sites ran their programmes throughout adult literacy provision through programmes in the workplace 2003–2004. and by involving families. Like most countries, New Zealand operates a very age-stratified educational system, where mixing Each MFLP site involves three partner institutions: an early child- across generations is very limited. In recent years, a number of hood centre, an elementary school and a tertiary provider. Both organizations have developed family literacy programmes that the centre and the school supply child participants, and the involve both parents and their children as learners individually tertiary provider delivers the programme’s adult education com- and together. Because a large proportion of children struggling ponent. The early childhood centres and the elementary schools with literacy and numeracy come from families in which the par- work with the child participants enrolled in the programme and ents have similar difficulties, targeting family literacy has proven link with the adult components for key parts of the programme, to be an effective way to address not only literacy issues for in- such as ‘Parent and Child Time Together’ (PACTT). The tertiary dividuals (adults and children) but also the inter-generational providers employ the adult educator who teaches the adult perpetuation of those issues. participants and is involved somewhat in other components of the programme. Both MFLP sites are located in elementary While there have been a number of family-based initiatives (of- school classrooms. ten referred to as ‘whanau literacy’ – whanau is Maori for ‘family’), the best documented example of such a programme is the one The MFLP’s design is based on a conventional model of family developed by the City of Manukau Education Trust (COMET). literacy, with its four components of adult education, child edu- The programme’s genesis and subsequent development, as well cation, parent education, and parent and child together time. as its impact, have been thoroughly recorded. Adult participants attend approximately 30 hours of instruction per week, taking a range of courses in adult education (such as The COMET programme is located in southern Auckland’s Manu- computing, maths and reading) and parent education (includ- kau City, which is home to New Zealand’s most numerous and ing child development). Their nominated children attend either culturally diverse low socio-economic groups. IALS data showed a partner school or early childhood centre; adult participants a disproportionately high number of adults in this area with low and their nominated children have Parent and Child Time To- literacy skills, which is consistent with similar patterns among gether (PACTT) for approximately 20 minutes per day, four times Manukau children. Since literacy needs are highest among per week. Maori and Pasifika groups, the COMET programme has mainly targeted them. One adult programme has based its curriculum on a pre-entry programme for a certificate in early childhood education, while The programme was originally modelled on the American Kenan the other has used a tailor-made course based on a develop- Family Literacy Project, but has since developed a distinctly New mental education programme. Common to both programmes Zealand flavour to its operations (particularly the ‘Parent and are strong basic skills components, child development studies Child Time Together’, or PACTT, component). The model involves and parent education. Child participants follow their conven- adults attending a tertiary programme in their children’s schools, tional programmes in their early childhood centres or elemen- combined with studies in child development and participation tary school, and they meet with their parents during PACTT for in the reading and numeracy components of their children’s topics and activities planned jointly by the family literacy teacher schoolwork. It has been located in low socio-economic areas and the school or early childhood centres. and has proved to have a particular appeal to Pasifika people. ASIA & PACIFIC 41

As with any new programme, the MFLP has had to resolve a While many have succeeded as a result of participating in the number of issues that have arisen during its development. These MFLP, not all those who enrol achieve the same level of success. include: Some have withdrawn, while others have not changed much Q Difficulties in achieving effective collaboration when work- either academically or as people or as parents. ing across educational institution boundaries Q Coordinating different agendas and aims of the participat- Thirdly, the MFLP is not only having an impact on the individual ing groups learners but is also contributing to a more integrated commu- Q Recruiting staff appropriate to the multiple demands of fam- nity of educational providers where it operates and it is valued ily literacy by the project’s early childhood, primary and tertiary profes- Q Recruiting high-need participants, especially in the early sionals for this outcome. The programme provides a positive stages of the programme example of lifelong learning in action for the adult and child Q Coping with participants’ personal crises participants in the programme, for the professionals involved in Q Finding ways to include non-PACTT children in the pro- the programme and, increasingly, for children and parents not gramme directly involved in it.

Impact and lessons learned A 2005 summary evaluation of the MFLP showed that the programme has had considerable impact on the participants, their families and the participating institutions. This evaluation identified a number of the programme’s key outcomes. Contact John Benseman First, the MFLP has been successful in recruiting and retaining a Programme Evaluator high proportion (with attendance rates over 90%) of adult learn- 52a Bolton St. ers who have historically been under-represented not only in Blockhouse Bay / New Zealand New Zealand tertiary education, but also in the achievements [email protected] of the schooling system. These participants have typically left www.comet.org.nz school early with few or no qualifications and worked in low- status, low-skill occupations with limited aspirations for their own and their children’s futures.

Secondly, the MFLP has been highly successful in improving participants’ academic skills and self-confidence, as well as in raising their long-term aspirations. There is evidence that many who have been out of the programme for some time are going on to achieve these ambitions. As parents, MFLP learners have become more involved in their schools and in their children’s education, both at school and at home. They are modelling new possibilities and providing their children with valuable support. There is evidence that their children are performing better academically and are more confident and active socially.

At one site, only one of the 14 participants had been in paid work and none had pursued tertiary education prior to enrolling in the MFLP. One year after the programme, at least eight were in some form of gainful employment, two were studying, and six are planning to do a tertiary course in the next few years.

At the other site, three of the ten were in paid employment and none was in tertiary education prior to enrolling in the MFLP. One year after the programme, at least seven were gainfully employed, six were in a tertiary programme, and two are planning to do a tertiary course in the next year. 42 ASIA & PACIFIC

The Vanuatu Literacy Education Programme

Context The Republic of Vanuatu, an archipelago in the South Pacific Q Parents are a child’s first “language makers” Ocean, was formerly the Anglo-French condominium of the Q Parents are “meaning makers” New Hebrides. There are more than 110 different vernacular lan- Q Parents are relationship-builders guages spoken within the archipelago. While English and French Q Parents foster quality learning are the official languages in schools, neither is used widely out- Q Parents lay the foundation for their children’s lifelong side the school environment. Bislama, a form of Pidgin English, learning is the language used most and therefore serves as the lingua franca. 2. Parental roles. The emphasis here was on the following: Q Building a firm foundation (for a future quality nation) The Vanuatu Literacy Education Programme Q Building self-esteem After a 2003 baseline survey funded by New Zealand Interna- Q Building confidence in one’s reading and writing skills tional Development Aid (NZAid) showed disappointing results Q Enlarging vision or perspective for rural/remote schools, the Vanuatu Literacy Education Pro- gramme (VANLEP) was developed. Its aim has been to improve 3. Multilingualism. Parents or parent groups for each school literacy learning outcomes in Vanuatu’s rural/remote schools so spoke a different language. This was a dilemma for the course as to achieve the UN Millennium Development Goals. Its main instructor, who could only speak English. The following ques- strategy to improve literacy rates has been to bridge the huge tions about the use of English required consideration: gap that existed between schools and homes. Q Why use English in a rural/remote area? Q Is this an attempt to re-educate parents formally? Central to VANLEP has been the inclusion of parent education, Q Using a language means using its culture. How about the specifically teaching them how they can make a difference at language and culture of the target group? Is it being un- home as “first teachers”. This has involved showing parents that dervalued? there is more to child-rearing than the provision of necessities; it Q Why is a person from a different culture and language back- is also necessary to understand child development and the im- ground here to tell us about our roles in his or her language? pact of quality nurturing on children’s cognitive development. Are we learning his or her language and culture? The education, development, growth, and motivation to learn These are important questions. They need to be considered and and acquire skills necessary for learning all begin at home. reflected on in order to develop an appropriate methodology, which will minimize conflict. The programme has sought to take gradual steps towards educating parents, since the target group consisted primarily of Introductory session: Home and school and making con- parents who were from rural areas, had little or no formal edu- nections cation, could neither read nor write, and spoke many different First, a general introductory session was held to communicate languages. On the other hand, they all had the common bond and discuss the reasons for conducting the Family Literacy Pro- of being parents and they all wanted their children to do better gramme. The chief reasons centered the supportive roles of par- then they had done. ents in improving the literacy learning outcomes of their children in schools and how parents as “first teachers” can be more The Family Literacy Programme influential in this at home. The Family Literacy Programme began in 2006 as part of VAN- LEP’s continued development. The aim was to involve parents Because the workshops and discussions were held in the VAN- in improving literacy and learning outcomes in the schools, LEP classrooms, the parents were also able to view first hand the much as had been achieved in 1998–2000 in Phase 3 of another improved classroom environments, which invited learning, and programme, the Basic Education Literacy Support (BELS) pro- the improved management and organization of the classrooms, gramme. The approach was holistic and naturalistic in character the provision of quality reading books and writing materials, and since participating parents lived together in communal settings the children’s work within the VANLEP programme. (villages) and mostly worked together to achieve their various cultural goals. Getting parents into the classrooms fosters inclusiveness. This strategy has had a great impact on parents, particularly those The overarching theme of the Family Literacy Programme is that who live in rural/remote areas and feel that their place is restrict- spending time with one’s child is the greatest gift one can give ed to their rural habitats. This approach is an innovative way to him or her. The programme has three main components: bridge the gap between home and school, between parents and teachers and the child. 1. Literacy and the home. The emphasis of this component was on the following areas: Second, the parents split into smaller, more manageable groups Q Parenting is a professional responsibility, involving quality to hold discussions in Bislama with teachers and to study the nurturing, quality nutrition, quality growth book published specifically for them in Bislama,Yu Mo Pikinnini ASIA & PACIFIC 43

Belong Yu. Finally, the whole group gathers again to round off specific funding for family literacy in VANLEP, the programme discussions. Parents are given storybooks to use at home with had to be integrated in the development of VANLEP. The solu- their children. tion to the problem of low literacy levels in the schools had to be seen as not only institutional but also familial: the parents Home-based learning: Evening sessions had to come to see themselves as partners in their children’s The family can easily do activities 1–3 listed in Table 1. These education; they had to become aware that their engagement, can be in the language with which the child is most familiar or knowledge and understanding impacted on their children’s in English or French. In activity 4, the child can read one of his progress in school. It was thus critical to address the issue also or her favourite library books, or one he or she may select from with parents. the books the parents have brought from their workshops. If the parents do not know how to read, an older child in the family Table 2. Mean Scores (2003, 2007) and gains for VANLEP and can help by listening to the younger child read. If neither the non-VANLEP classes parents nor the child (or children) know how to read, they can begin by picture-reading the books. The primary objective here VANLEP classes Non-VANLEP classes is to spend the activity time with the children and thereby to School 2003 2007 Gain School 2003 2007 Gain forge a stronger bond between parents and children a closer 1 12.6 29.3 16.7 1 29.2 27.6 –1.6 bond is forged. The overarching theme here is ‘Enjoying literacy 2 24.6 27.4 2.8 2 25.0 26.0 1.0 3 24.0 21.1 –2.9 3 26.5 28.3 1.8 and language learning together at home’. 4 16.8 24.7 7.9 4 23.4 20.6 –2.8 5 21.1 18.4 –2.7 5 18.4 16.4 –2.0 These home-based learning activities are designed to encourage 6 22.2 24.7 2.5 6 16.9 18.4 1.5 the love of listening to and reading quality language in stories 7 19.5 26.6 7.1 7 21.8 21.0 –0.8 or other kinds of prose, as well as in rhymes, poems and songs. 8 19.4 24.0 4.6 8 20.2 22.4 2.2 Exposure to such language helps children to develop stronger 9 22.5 22.8 0.3 9 25.2 25.6 0.4 10 23.1 20.2 –2.9 10 24.3 18.6 –5.7 thinking skills and the use of quality language. 11 20.4 20.4 0.0 11 17.2 17.8 0.6 12 25.4 25.2 0.2 12 24.2 24.7 0.5 The 2007 mid-year survey (see Table 2) showed that children in 13 22.4 27.6 5.2 13 20.7 16.1 –4.6 VANLEP classes improved in their reading and writing. However, 14 16.8 22.0 5.2 14 13.7 16.7 3.0 unless sufficient funding is secured, it will be difficult at best to 15 18.6 24.1 5.5 15 20.6 17.0 –3.6 continue the programme and monitoring. 16 20.7 19.1 –1.6 17 19.1 17.0 –2.1 Mean 20.6 23.9 3.3 Mean 21.6 20.8 –0.81 Because family literacy is new in Vanuatu, some more time will be Mean % 51.5 59.8 8.3 Mean % 54.0 52.0 –2.0 needed for it to make a clear impact. The results in Table 2 show the effect of VANLEP in the 2003 VANLEP schools. The results do not indicate whether the parental education and involvement Contact has made a difference. Sereima Lumelume Institute of Education The University of the South Pacific Activity Appropriate time By whom For whom P.O.Box 1168 1. Storytelling – Listening Laucala Campus to a story Father, Children and Suva 2. Reciting rhymes or sing- mother, the rest of the [email protected] ing songs grandfather family 3. Reading to – Listening to After dinner – or grand- a story read aloud 7.00 p.m. mother 4. Reading by – Listening Individual Mother or to children reading children father

Table 1. Home-based learning: Evening sessions Impact and challenges

The Ministry of Education has been happy particularly with the development of the family literacy component. However, lack of funding remains a major constraint. Because there was no 44 Family Literacy EUROPE 45

EUROPE 46 EUROPE

The FLY Project in Hamburg / Germany

Context 2. Working with parents (without children) in parallel sessions. In autumn 2004, the UNESCO Institute for Education (UIE) and Parents generally go to another room for these sessions, the State Institute for Teacher Training and School Development which are led by a “language development teacher”. During in Hamburg (Landesinstitut für Lehrerbildung und Schulentwick- the sessions, parents produce materials that they can use lung) started a family literacy pilot project (FLY) in nine locations with their children at home or in class. Often, the language (seven schools and two kindergartens) in socially disadvantaged development teacher or another expert provides parents districts in Hamburg involving the parents of 5 year-old pre- with information on specific topics, such as the problems of school children. The project is part of the German programme child-rearing and language difficulties. Special projects are ‘Promotion of Children and Young People with Migrant Back- also planned and prepared (joint celebrations, excursions, ground’ (FörMig: Förderung von Kindern und Jugendlichen mit and parent and child activities). Migrationshintergrund, 2004–2009) carried out and funded by 3. Joint out-of-school activities. Although these activities take the ‘Bund-Länder-Commission for Educational Planning and Re- place only a few times during each parent’s course, they are search Promotion’ (BLK). The BLK and the City of Hamburg each often considered to be the highlight of the programme. They provided half of the funds for the project. include excursions (to museums or libraries) and smaller- scale outings, such as “literacy walks” in the neighbourhood The project targets pre-school children, children attending or a trip to a vegetable shop or a market. Joint celebrations kindergarten, and children with special literacy needs (many are also organized. of them from socially disadvantaged areas). It recognises that an intergenerational transfer of language and literacy takes Materials and training place between parents and their children. Family literacy is an To promote the children’s multilingual development at home intergenerational approach to enhancing the literacy skills of and at school, parents and teachers need suitable materials. families. It focuses on helping parents support their children in These should be simple and clearly structured, action-oriented acquiring written language skills at home. and include a personal reference. Materials developed in the context of the Hamburg FLY project include: a collection of About the programme multilingual books, multilingual songs, rhymes, and storytelling The programme centred on areas of Hamburg with a high bags. proportion of migrants: locations in the north (mainly Turkish migrants) and the south of the city (primarily Russian and other Teacher training takes place at the State Institute for Teacher migrants). In response to a high demand from teaching staff Training and School Development in Hamburg. The project’s dis- from other schools, particularly those located in deprived or disseminators participate in an ongoing monthly seminar (now in advantages areas, the project was introduced in other schools. its fourth year), where they receive supervision and “intervision” Today, around 25 schools in Hamburg are working with this pro- (the opportunity to share and exchange positive and negative gramme. experiences among themselves). A key aim of the seminar is the development of a curriculum. Since the adults’ needs must also FLY focuses mainly on children, aiming to improve their language be taken into account, the seminar deals with adult education and literacy skills by involving parents and giving them materials with regard to issues such as culturally specific knowledge and to work with at home. The project aims to promote children’s adult literacy instruction. early literacy skills, intensify links between the home and school environment, enhance the training of teachers and educators, and improve parents’ literacy skills. These objectives are also supported by networking with other organizations providing German language instruction (Adult Education Centres Ham- burg), classes on integration, etc.

Key elements of FLY in Hamburg The work with parents takes place in pre-school or day care centres and is based on three key elements: 1. Active involvement of parents in the class. It has proven helpful to start with an introductory parents’ evening. Parents may then remain in class for a specified number of weeks on a particular weekday – for example, after bringing their children to pre-school. The expression “parents’ taster session” reassures parents and allows them to decide whether to take part in family literacy after familiarising themselves with the programme. EUROPE 47

Project evaluation be adequately prepared for teaching adults? What knowledge The FLY project evaluation process seeks to determine its bene- do they need to work with families? fits using quantitative and qualitative methods, which include: a) guideline-based interviews with parents from different By opening schools up to cater for parent learners, the FLY ethnic and social groups, educators from schools and day project has not only made headway in the field of family literacy; care centres, and headmasters; it has also succeeded in establishing links between existing in- b) the opportunity for parents to sit in on and observe stitutions and initiatives, including adult education centres, the introductory events; parent and child groups in the morning; Hamburg Department of Culture’s ‘Book Start’ project, and other and advanced training courses for disseminators. projects that work with the target group families. Family literacy is thus bridging the gap between schools, families and other in- Children are tested on non-verbal intelligence and language stitutions, to the benefit of all involved. This applies particularly competence at the beginning of the course. A systematic as- to parents with a migrant background, who often find it difficult sessment of the children’s performance is conducted at the end to access German institutions. The FLY project has enabled them of the course. This involves testing in pre-schools and Grades 1 to become more involved in their children’s school experience, and 2 (language, reading, writing), as well as teachers’ assess- develop a better relationship with the school itself, and play an ments of children’s educational development. In addition, par- active role on school committees. By continuing on this path, ents are interviewed before and after the course. schools could gradually develop into socially integrated training centres in which family literacy makes an essential contribution Impact and lessons learned to the lives of both children and parents, enriching them, and The FLY project focuses on literacy and language support for chil- enabling them to gain access to study opportunities, and de- dren. However, it has many side effects, especially for mothers, who velop into lifelong learners. gain and improve their communication skills and self-esteem, as well as achieving better integration into German society. Contact Gabriele Rabkin Experience has shown that it is essential to include aspects of State Institute for Teacher Training and adult education in the FLY curriculum, such as a knowledge of School Development specific cultural features or the use of biographical approaches. (Landesinstitut für Lehrerbildung Parents and teachers are seen as equal partners. Family literacy und Schulentwicklung) programmes are tutorial programmes for all involved – not only [email protected] for parents and children, but also for teachers and education- ists. FLY promotes literary and linguistic competences and makes studying more enjoyable for children and parents alike.

Although two years remain before the FLY project ends, the organizers are already making plans to ensure the project’s continuation after that time. One important objective is to issue a five-year project report to present the valuable knowledge gained from the work so that schools can benefit from it and implement change in the long term. To sustain the levels achieved though the project thus far, it may be desirable to extend the project to include parents of older pupils. The main challenge here would be to modify existing family literacy models and to apply them to the secondary school.

Many primary school educators have no prior experience of teaching mothers from a different cultural background. It is a new experience for them. This gives rise to new challenges for colleagues working in the schools and education facilities, as well as new requirements for all phases of teacher training. The dynamics and requirements of working with adults rather than children must be considered. How can teachers who have to date worked exclusively with children 48 EUROPE

The Parents’ Schools in Greece

Context Parents’ Schools The General Secretariat for Adult Education (GSAE) of the Hel- Recognizing the need to support the institution of the family, lenic Ministry of Education and Religious Affairs is the principal the GSAE founded the Parents’ Schools in 2003. They operate institution for planning lifelong learning programmes in Greece. three tuition-free educational programmes in all the prefectures Programmes implemented through the GSAE’s Institute for of Greece. The programmes are designed to improve parents’ Continuing Education of Adults seek to combat illiteracy and knowledge of their children’s psychological, social and cogni- support continuing education in language and information and tive needs, to give parents the skills necessary to deal with dif- computer technology (ICT), as well as social education and dis- ficult behaviour, to cultivate their communication skills, increase tance education. They include courses in ICT, economics, crisis their involvement in school activities and cooperation with their management, and health. In addition, they provide education children’s teachers and reduce school drop-out rates. The Par- and counselling to socially vulnerable groups. ents’ Schools are financed by both European and national funds. For their first year of operation in 2003–2004, their budget was Educational courses have been designed to address as many 651,278 €, and in 2004–2005 it was 784,335 €. The budget for needs as possible of citizens from every age group and every ed- 2005–2008 has grown to 3,675,438 €. ucational, economic and social background. As a consequence, there has been a significant increase in participation in adult Parents of any age, educational, social, economic, or religious education courses in the last years. While the GSAE’s courses background, or nationality – but also future parents or caregiv- were attended by 124,224 citizens in 2000–2004, the number of ers – may attend the schools. Although the courses are designed participants in courses increased by 483% in 2004–2008, rising primarily for the general population, courses are adjusted to to 848,543. meet the special needs of participants, such as parents with large families. The content and curriculum of each of the three A recent law (3369/2005) systematizes lifelong learning in Greece. programmes are set by a corresponding scientific committee, It specifies three institutions as providers of lifelong learning and which is also responsible for training the instructors and devel- training programmes: oping the learning material given to the participants. Since Jan- uary 2007, the learning material for two of the educational pro- Q Second Chance Schools. Persons over 18 years of age who grammes (Parents’ Counselling and Relationship between Family have not finished the nine-years of compulsory education and School) has been provided through a distance-education can earn a high school degree by participating in this pro- platform, which allows parents to raise questions anonymously gramme. Following a multi-literacy approach, the curriculum and to participate in forum discussions. includes Greek and English language instruction, classes on mathematics, ICT, social studies, the environment, the fine A new phase for Parents’ Schools will be implemented in arts, technology, and career counselling. A number of differ- 2008–2013. The schools will offer more programmes focused ent teaching approaches are used – such as team teaching, on the role of ICT in family education, parents’ contribution to collaborative teaching, project method, brainstorming – in their children’s career paths, and gaining greater understanding order to motivate programme participants. of and skill in handling home economics.

Q Adult Education Centres. Located throughout the country, In 2003–2004, Parents’ Schools operated on a pilot basis in 14 Adult Education Centres offer an array of about 120 courses. prefectures; 4,514 parents participated. In 2004–2005, schools The chief thematic areas are Greek language and culture, were set up throughout the country, and 5,647 parents took European languages and culture, the environment and sus- part. During 2005–2006, the number of participants increased tainable development, basic mathematics and statistics, ICT, dramatically to 16,378; in 2006–2007, there were 11,618. The es- active citizenship, leisure-time activities, and economics and timated number for 2007–2008 is 8,000 parents. Statistical data business management. Special programmes also target il- gathered during 2006–2007 indicates that the majority of the literacy among socially vulnerable groups, such as ROMA, participants in the Parents’ School programmes are women who repatriates, the Muslim minority, and prisoners, and provide have completed secondary or tertiary education, work and are them with counselling services. between 30 and 44 years old.

Q Parents’ Schools. The schools provide training to parents so The curriculum of each of the three programmes is designed by that they are better able to address their children’s needs the scientific committee responsible for the given programme: and to meet the many challenges facing the contemporary a) Parents’ Counselling. This programme lasts 40 hours and deals family. with themes such as: child and adolescent development, family structures, communication and interpersonal relationships, behavioural problems, working parents, and sexual education. EUROPE 49

b) Relationship between Family and School. It lasts 20 hours was the importance of Parents’ Schools programmes for moti- and addresses the themes such as the Greek family, the vating parents to participate in activities both at school and in developing person in the family, aspects of child and the community. adolescent development, the school as a system, adjustment to school, student’s performance, aggressiveness in the The active participation of parents allows them to discuss their school environment, and cooperation between family and experiences and apply the theoretical information from the fa- school. cilitators to practical and daily issues. The GSAE’s distance-edu- c) Education and Counselling Support of Families of ROMA, cation platform also provides parents with the opportunity to the Muslim Minority, Repatriates and Immigrants. Developed raise questions in a comfortable and anonymous environment. in cooperation with the Adult Education Centres, this Most parents who have attended one of the Parents’ Schools programme lasts 150 hours. During the first 100 hours, programmes go on to enrol in a second one, as well as in other participants improve their language skills in Greek and adult education courses provided by the GSAE. The workshop learn more about Greek culture. The next 25 hours focus on format of the programmes helps to increase the interaction of improving their knowledge and parenting skills. The themes the participants and the bonds among the group members. Af- dealt with include the physical and psychological health ter a programme has ended, many parents continue to meet of children. The last 25 hours centre on health education, informally and share their experiences. with particular emphasis on nutrition, child diseases, immunization, and HIV/AIDS.

Each class consists of 20–23 participants. The attempt is made Contact to compose each group so that the participants have as many Maria Theodosopoulou features in common as possible, such as the age of their children, General Secretariat for Adult Education the school their children attend, or their community. Facilitators Parents’ Schools Programme are trained to run the groups as workshops, coaching the par- 417 Acharnon str. ticipants through cooperative learning, role playing and simula- 111 43 Athens, Greece tions. In addition to the curriculum of each programme, issues [email protected] are addressed that are relevant to the particular group.

The participants do not take examinations on programme content. At the end of the programme, each participant receives a certificate of attendance and a book containing the learning material for that programme.

The evaluation of the Parents’ Schools programmes is conducted by an external evaluator. Questionnaires are used to determine the needs of facilitators and participants and the quality of the learning materials. According to evaluation results thus far, parents prefer participatory techniques, more extended curriculum and more hours of training.

The facilitators at Parents’ Schools – psychologists, social workers or sociologists – are required to attend an initial training seminar, which introduces them to the philosophy, aims and practices of Parents’ Schools. Since 2003, five such seminars have been held. Each seminar lasts 30 hours and is combines the theoretical background of course content and the practical aspects of a workshop. In 2006, all facilitators participated in a retraining seminar in which the learning materials for parents were discussed and experiences were exchanged. At a conference held in May 2007, many topics were discussed, including issues con- fronting the contemporary family, best practices, and training programmes for facilitators. One of the main points raised there 50 EUROPE

The Ħilti Programme in Malta

Context In Malta pre-primary, primary, secondary and post-secondary/ Q They had excellent school leadership that welcomed FES tertiary education is free for all up to graduate degree level. programmes. Primary and secondary schooling (5–16 years) is compulsory. Q They had the necessary physical space for the dedicated Participation rates in pre-primary (kindergarten) and post-sec- rooms required for family provision. ondary/tertiary are 95% and 70%, respectively. The illiteracy rate Q They had viable school populations to ensure a sufficient has decreased from 11.2% in the 1995 to 7.2% in 2005. Interest- number of applications, though not too many, since rejec- ingly, this decrease was registered across all age groups and was tions would lead to disappointed applicants. most marked in the older age groups, which previously had suffered from the highest rates of illiteracy. This indicates that the In participating schools an introductory meeting was held for decrease in the illiteracy rate is due not to the death of the older parents of a year-group identified by the school: say, families generation but to upskilling across the board, with a marked with children in Year 2 (aged 6–7) students. Each FES-provided emphasis on adult lifelong learning. tutor was responsible for 10–19 students, while another tutor worked with the parents. Different numbers of students were A National Literacy Survey of Reading Attainment for English tried in different sites to compare the relative effectiveness of and Maltese was conducted in March 1999 for all Year 2 stu- the different approaches. dents (about 6 years old). This was followed up by another survey of the same students in Year 5. The results showed that, on The hosting school was also asked to identify students within the whole, literacy at that level was satisfactory, though special the year group who would benefit most from participation, attention needed to be paid to some regions in the country, because of either literacy or social development needs. These disadvantaged families, state schools and boys. students were given first priority if they applied, but the mix of identified to non-identified students was kept at not more that Family literacy programmes 40% to 60 %, respectively. The school would also decide whether The Foundation for Educational Services (FES) first developed the focus for the particular programme would be literacy (Mal- the Ħilti Programme (Ħilti means ‘my ability’) in 2001. FES was tese or English) or numeracy. conceived as a mechanism to enable the Education Division (the state provider and national educational regulator) to pro- A set of family literacy sessions was called a Ħilti Club, and stu- vide a range of innovative educational initiatives in the field of dents wore special T-shirts to differentiate club time from school literacy support, parental empowerment and lifelong learning. learning time. Sessions were held twice a week right after school It started operations by focusing on after-school, family-orient- for 1.75 hours, for roughly three months. In some cases, the clubs ed educational services that would complement and reinforce met for one semester (e.g. from September to February) so as to teaching and learning in the day school through enhanced pa- gauge the relative effectiveness of the two approaches. rental involvement; this was called the Ħilti Programme. At the same time, it was envisaged that these after-school programmes FES have developed and tested an extensive bank of literacy would serve as potential catalysts that would infuse day-school and numeracy programmes: from Year 1 to Year 4, for Maltese, provision with key good practices and attitudes, such as learn- English and math, for terms 1, 2 or 3. Each of these programmes ing through play, differentiated learning, parental involvement is based on the relevant national curriculum and is intended to in learning and parental lifelong learning through their involve- strengthen class-based learning. Depending on the parameters ment in their children’s education. of the requested programme (age of students, focus requested by parents or school, time of year, etc.), a number of programmes Therefore, family literacy developed in Malta primarily in as a func- can be selected. tion of the increased awareness of the need, and the usefulness, of increased parental involvement in their children’s educational Provision for parents mirrors the programme for children; tutors development as early as possible. It is important to note that the are trained to use non-formal adult learning methods to support entry route, rather than a concern with adult literacy, has given as learning in the adult participants. particular spin to family literacy provision in Malta in general. Initially the target population for the Ħilti Programme was a The Ħilti Programme started in six state primary schools. The ad- mix of families within vulnerable communities. Ħilti and its day- vantages of family literacy for both the families and the schools’ school equivalent is now recognized as an integral family learn- teaching and learning processes was explained to the school ing tool that is relevant to all communities. administrations, staff and school councils, which include parent All FES full-time and part-time staff are expected to be qualified representatives. The schools that were invited to attend had the and experienced teachers. Additionally, to be able to provide a following characteristics: consistently high quality of family literacy service, FES has in- Q They were geographically distributed across Malta. vested heavily in the continuous professional development of Q They had a student population with demonstrated literacy its staff, since the concepts and practice of family literacy and needs. parental involvement in schools were new. EUROPE 51

A mixture on ongoing and external tools is used for monitoring children’s and adults’ learning experiences and actively en- and evaluation. These include: couraged parental participation in the school. Q Regular site visits by senior FES staff Q Regular meetings with site staff The added value for family literacy provision as developed in Q Review of learning contracts in Nwar programmes, and Malta lies in its potential for: evaluation of programme effectiveness through contract Q Enhancing children’s social and literacy development, even fulfilment where there are severe literacy needs Q Regular formal and informal meetings with parents to assess Q Enhancing parental lifelong learning their perceptions of provision Q Empowering parents to become leaders and therefore sig- Q Regular review of school feedback nificant resource persons in their educational community Q External expert evaluations Q Enhancing home–school links and the school’s perception of the potential for parental involvement Impact and lessons learned The Ħilti Programme was assessed extensively in June 2003. Four After six years of operation, experience has shown us that the interrelated attitudinal tools were used for: participating parents; Ħilti Programme has needed to be fine-tuned to maximize ef- participating children; day-school teachers whose students par- fectiveness. Changes carried out include the following: ticipated in Ħilti Clubs; and heads of schools hosting Ħilti Clubs. Q Parent participation was made mandatory. Q The optimum length of a Ħilti Club was one scholastic term, Practically the whole cohort – 257 parents and 365 children – and the optimum number of student participants per tutor took part in the parents’ and children’s evaluations, respectively. were 8–12. Both parents and children were requested to complete a ques- Q The programme is most effective with children up to Year 2 tionnaire in the last separate session of their Ħilti Club. Parents (i.e. to the age of 7). were asked 12 questions related to their perception of their chil- Q It is most effective as an early intervention literacy strategy dren’s educational development and their own lifelong learning rather than a literacy remediation one. It was also effective development, whilst the children discussed the questionnaire as a personal and social development strategy both in early items with their tutor and then filled in their responses. Practi- intervention and remediation modes. cally the whole cohort of day-school teachers whose students were participating in Ħilti – 104 teachers – also answered a questionnaire, and all 22 heads of schools answered a separate ques- Contact tionnaire on administrative and educational attainment issues. Sandro Spiteri The sum of the results showed that: Foundation for Educational Services Q There seemed to be a strong correlation between parental P.O.Box 1 presence and participation in their children’s education and Rabat the children’s educational progress in terms of literacy learn- Malta ing, participation in classroom activities and personal and [email protected] social skills. Data collected from day-school teachers showed statistically significant correlations (p < 0.005) between children’s increase in literacy and parents’ rate of participation, and also between children’s participation in the programme and a corresponding increase in literacy learning and development of personal and social skills. Q Teachers tended to feel that children’s and parents’ participation in family literacy programmes is beneficial, and indicated a degree of value added for family literacy over and above education progress due to day-school efforts. Q Parents and children felt strongly that participation in family literacy programmes is very beneficial for both education and personal and social development. Children said that the programme helped them to read and write better and try harder to succeed in literacy tasks. There was no apparent gender distinction in these perceptions among children. Q Heads of school felt strongly that the family literacy experience in their school was very positive. Approximately 90% stated that programme outputs were effective in terms of 52 EUROPE

Parent Empowerment for Family Literacy in Romania

Context Family literacy is still in its early stages in Romania. Literacy is rhymes, children’s songs, puppet shows and story bags, not nationally and formally connected to the family. Nor is fam- while doing drama, role-playing and playing games. ily literacy connected to the school. Nevertheless, education in 4. Making My Own Story aims to raise children’s interest in the general is increasingly perceived as a family issue by decision- written word by exploring and making comics, fun puzzles, makers and the media. To change this situation, Club Europa playing with writing and drawing letters and words. (CE), a small Romanian association founded in 1995, has spon- 5. Making Family Story Bags. In this module, children and par- sored the programme ‘Parent Empowerment for Family Literacy’ ents assemble and present to the group a family literacy re- at a number of kindergartens and primary schools in Romania. source for future reading and writing family experiences. 6. Visit to the Neighbourhood Library. Children and parents go The programme to the library to register as readers. The Parent Empowerment for Family Literacy (PEFaL) pro- 7. Closing celebration. At the end of the programme, all gather gramme was first developed, tested and implemented as an EU to celebrate the success of the families. Grundtvig project in 2001. Over three years, the project partners combined their experience and expertise in the field of adult Facilitators education, family literacy, child psychology, pedagogy, school- The tutors of parents and children were selected from among community link development, project management and dis- the primary school teaching staff based on the school princi- semination, research and publishing. pal’s recommendation and the teachers’ willingness to participate. (They were teachers during school hours and tutors after The aim of PEFaL is to boost literacy of primary school children school.) All the partner institutions participated with a number through parent participation and by transferring learning strate- of teachers who received training on how to work as tutors in a gies to the home via an extracurricular school-based programme. family literacy programme, how to develop a needs-based fam- An underlying principle is that parents are the actual educators ily literacy module, and how to do the class work. The theoretical of their children and possess a wealth of practical teaching expe- and practical training lasted three months. At the present train- rience. In Romania we chose to implement the PEFaL in primary ing courses are given by teacher training centres and directly schools in areas with high unemployment rates, in poorer sub- to those schools that wish to implement our programme as an urbs of Bucharest, and a smaller town. extracurricular.

The PEFaL programme is structured such that in each session Challenges and how they were met the tutor is able to work with children and parents first sepa- PEFaL was not well-received at first. Initially, illiteracy was regard- rately, then together, followed by a separate period of reflection ed as something superfluous in a school and shameful for most by children and parents on what was done in the joint session. parents. We had to replace “family literacy” with “family learning” A set of rules of conduct is expected from the group of families to gain acceptance for the programme in schools. to work out together with tutor support for compliance by eve- rybody over the three-month programme. The school managers were also disappointed that the project did not offer money for buying equipment, furniture and refur- The approach to parents builds on their previous teaching and bishment. The project team had to convince them to participate learning experience as parents and former learners in their own by supporting their bids to become involved in other European childhood. They are also introduced to new learning strate- projects and by offering them a high profile in the dissemina- gies. Parents’ creativity and crafts skills are used extensively to tion conferences and meetings at a ministry level. To produce involve children in developing teaching and learning resources. a stable school environment for project implementation, Club The “homework” over the weekend is designed to involve other Europa concluded protocols of agreement with the school man- family members in reviewing literacy activities done the previ- agement. ous week. The teachers were hesitant about the parents’ ability to meet the The PEFaL programme includes the following modules: programme requirements due to their low level of education. 1. Who Am I and Where Do I Live? This module aims to build They also resented doing a completely different kind of work, group and family communication and outline the literacy which sometimes was more time-consuming. But when they potential of the home and living environment. realized that the programme training would lead to either a pro- 2. Discovering Books and Exploring Feelings through Reading. motion or raise in salary and a small token payment during the The aim here is to stimulate children’s curiosity about books project, they were convinced to participate. and interest in reading, as well as to build parents’ skills to identify and acquire appealing reading material. The parents behaved like the “victims” of the school’s bad habits; 3. Playing with Words and Storytelling. This module aims to most were used to short individual meetings in the corridors develop children’s vocabulary and reading comprehension, when they had been asked to come to the school to discuss as well as a reading environment at home, through nursery EUROPE 53

their child’s bad behaviour or bad marks. We got them to see that in-service training opportunities for school teachers. In 2007 what really mattered was their children’s wish to participate. high schools became interested in the programme and we are The primary school children were happy to stay after school and working them on how to implement PEFaL in a way tailored to play in a way that made them feel special. their needs.

Programme structure The main evidence of an impact of this programme is that The initial programme included five modules and was designed Club Europa continues to receive requests from different types for primary level. It included 20 sessions, held twice a week over of schools and extends the PEFaL model to other European ten weeks. Each session lasted about one and a half hours and projects. involved 10–12 families. (More families in one go would make the programme fail to reach all the participants. Fewer families We have learned that the programme will have to continue to would not be productive in a school environment.) be extracurricular until teacher training is generalized. It must also comply with the national regulations concerning school The modular structure of teacher training and resource develop- management, in-service teacher training and curricular devel- ment helped in the design of other needs-based modular family opment. Otherwise, it will not be possible to integrate it in the learning programmes for disadvantaged area. school environment, which will mean that the programme will not survive. Pre-school modules to support parent involvement in children’s reading and writing skills development were also developed and implemented in a number of private kindergartens. Contact Viorica Alexandru Late in 2007, four high schools in Braila requested a new type Center Education 2000+ of family learning programme. We have completed the teacher Bucharest / Romania training for this new programme and have entered the phase of [email protected] mentoring and monitoring the family programme implementation to conduct to a public debate competition on family and children’s legal rights.

Key elements of the programme The innovative aspect of the programme is that at the end of the training period the school has got trained tutors, an adapted family literacy/learning programme and resources. Mentoring and monitoring are really effective and conduct to good programme implementation

Post-project training consists of an individual on-line introduc- tion, 40 hours of hands-on training, post-training support and monitoring accompanied by mentoring during implementation. The training lasts three months, at the end of which the school has enough expertise to continue.

A full set of project resources, which were translated into Ro- manian in 2007, includes the Parent Training Programme, the Child Training Programme, the Teacher Training Course, a set of evaluation and assessment tools. They accompany training when necessary and are also provided to Teacher Training Cen- tres where this training course is given.

Impact and lessons learned The programme’s impact is visible primarily in its continued growth. In 2005 a national conference was organized in cooperation with the Ministry of Education. It focused on the school- family link and aimed to train over 200 teachers and school managers in the PEFaL approach. In 2006 we developed a family learning course portfolio for the Centre Eudation 2000+ as 54 EUROPE

Programmes for Mothers and Fathers in Turkey

Context Turkey does not have a standardized, widespread system of early Reproductive health and family planning: In group discussions, childhood education. The existing services in early childhood mothers are made aware of issues concerning the female re- development and education are supervised by the Ministry of productive system, healthy and risky pregnancies, contraceptive National Education (MNE). Nearly all services are centre-based methods and general reproductive health. and located in the large cities. Few children aged 6 years or less attend any sort of educational institution: 14% of 3–6-year-olds, Implementation 21% of 4–6-year-olds, and 32% of 5–6-year-olds. Different approaches have been adopted to implement these components. For two of the three components, Mother Since its founding in 1993, Turkey’s Mother-Child Education Enrichment and Reproductive Health and Family Planning, a Foundation (AÇEV) has sought to empower disadvantaged peo- group-dynamics approach was found to be more appropriate. ple through education to improve the quality of their lives. It Mothers attend group discussions and are expected to carry has focused on the youngest children in society, those aged 0–6 out the group decisions at home. The consequences of these years, since there is strong evidence that this period is the most decisions are followed by the group leaders in subsequent meet- critical in a person’s life and, by extension, for society. ings. For the Cognitive Training component, a mediated learning approach is adopted. The aim is to promote school readiness We describe two interrelated programmes here, the Mother- through interaction with an adult who is instructing the child. Child Education Program (MOCEP) and the Father Support Pro- The mothers therefore become the teachers of their children. gram (FSP). They provide their children with a foundation to maximize their intellectual competence and growth. Mothers are expected to Mother-Child Education Program do exercises with their children, especially in pre-numeracy and The Mother-Child Education Program (MOCEP) targets both literacy skills. During these exercises, through asking questions, the child and the child’s immediate environment rather than making suggestions, instructing and answering questions, the child alone. The programme aims to promote school readi- mothers help the children to integrate their developing cog- ness by providing children with cognitive enrichment and by nitive skills and create an opportunity to function in their sur- creating an environment that will provide optimal psycho-social roundings. health and nutritional development. The programme also targets child management methods and communication with the So far, MOCEP has reached 237,000 mothers and children and child, emotional security, as well as mothers’ self-esteem, family been implemented in 74 provinces. The programme’s annual planning and reproductive health. Thus it is both an adult edu- target is 30,000 mothers and children. cation and a child development programme. MOCEP reaches children and parents before the children start formal schooling. Impact and lessons learned Mothers tend to be more receptive to new information during MOCEP began to expand its implementation throughout the this period. country in 1991 in collaboration with the MNE. To analyze the short- and long-term effectiveness of the nationwide pro- MOCEP targets children who are “at risk” due to their environ- gramme, an evaluative study was conducted. The evaluations mental conditions. Lasting 25 weeks, it has the following three were conducted immediately after the programme ended and main components: after the first year of primary school.

Mother enrichment: Through group discussions guided by a The evaluations revealed that pre-literacy and pre-numeracy trained group leader, this component aims to raise mothers’ skills were significantly better in that the trained group than in awareness about subjects such as child development, health, the untrained group. Furthermore, children coming from envi- nutrition, care and creative play activities, discipline, mother- ronments with different levels of stimulation were compared in child interaction, communication, expressing feelings and both skills. While no significant differences in either skill were mothers’ needs. Awareness of these issues enables mothers to found for the trained-group children coming from either stimu- better support their children’s development. lating or non-stimulating environments, there was a significant difference for the untrained group: children from stimulating Cognitive training: Using 25 worksheets and eight storybooks, environments in the untrained group had stronger skills than this component seeks to foster children’s cognitive develop- children from non-stimulating environments. Moreover, children ment and to prepare them for school. Each week’s materials con- in the mother-trained group from different environments had tain exercises designed to strengthen eye-hand coordination, significantly higher scores than the children in the untrained verbal development, pre-literacy and pre-numeracy skills and group from a stimulating environment. problem-solving skills. Each mother does the exercises with her child each day at home. This part of the programme is further The results obtained at the end of the first year of primary school supported by home visits by teachers. are in line with the short-term findings. Children in the trained EUROPE 55

Impact and lessons learned group not only had stronger literacy and numeracy skills but Fathers’ self-reports indicated that they benefited from the group also had higher passing grades and learned to read earlier than experience. They reported a change in their perception of chil- children in the untrained group. Furthermore, the differences dren, noting that they had started to view their children as indi- in the environmental stimulation index were maintained after viduals and had become more tolerant and more careful about one year. keeping their promises to them. Moreover, their self-reports reflect that they had started explaining, talking and listening to The evaluations showed that mothers who participated in the their children, as well as spending more time with them and programme not only displayed positive changes in their child showing more affection. Fathers also reported that they now disciplinary methods but also in their child-rearing practices. used alternative methods of discipline instead of punishing and/ Mothers who had participated in the programme had more or beating their children. Fathers also mentioned that they felt self-esteem and perceived themselves as better mothers, better proud of themselves because they had done something useful spouses and successful individuals. for their children.

The present state of the pre-school education system in Turkey Following the pilot studies, effective strategies were sought for clearly shows that expansion of MOCEP is required. MOCEP sup- the expansion of the FSP. It was decided that the most effective ports the multifaceted development of children by developing institutions for the implementation of the FSP would be primary mothers’ potential as educators. Because it is a low-cost pro- schools and the voluntary teachers working in those schools. gramme, it recommends itself for use in larger populations. Greater emphasis could be placed on helping father to apply Findings indicate that the programme is able to overcome the what they learn to relationships outside the family. It would also distressing effects of disadvantaged environments and show benefit his children to see their father behave differently in a the importance of such programs for a fair start at school. These wide range of contexts. characteristics make it possible to reach the children “at risk” that constitute a major part of the child population in Turkey by the Volunteerism is important. When the father is a volunteer, he Program. Targeting not only the child, but also the mother, and places more trust in the group leader, actively participates in the consequently the family enables the continuity of the develop- group and becomes more receptive. When the group leader is ment achieved in pre-school years later on by the support of a volunteer, he runs the group because he believes in its social the family. value and wants to make contribution to the society.

Father Support Program One major focus is on expanding the audience and scale of the The idea for the programme came from women attending FSP. There is a need for adapting the FSP for fathers who are very MOCEP. They were learning a lot about child development and poor and have very limited ability to read. Such a programme parenting, but there were still problems at home with child- would complement existing programmes for low-literate moth- rearing because fathers were not involved. Thus AÇEV has de- ers, for example, in south-eastern Turkey. veloped the Father Support Program (FSP) in 1996 to support fathers who play an important role in their children’s development. The FSP targets fathers with children aged 2–10 years. Contact: Deniz Senocak The purpose of the programme is to increase fathers’ awareness Mother Child Education Foundation (AÇEV) and knowledge of child development and education. The pro- Büyükdere cad. Stad Han. No: 85/2 gramme helps fathers to improve their communication skills and Mecidiyeköy thus to adopt more democratic attitudes. Fathers also learn to 34387 Istanbul do certain literacy activities and spend time with their children. [email protected]

Implementation The programme is conducted in the form of group discussions. A forum is created where fathers can share their ideas and feelings, and are expected to find solutions to problems as a group. The group is limited to 15 people and meets one a week for about 2.5 hours in the evening or on the weekend since most fathers work during the day. AÇEV-trained volunteer educators and social workers conduct the courses, which follow a participatory model of education. Meetings take place in primary schools or in adult education centres. So far the FSP has reached 19,870 fathers and children and been implemented in 16 provinces. 56 EUROPE

Family Literacy in the United Kingdom

Context The United Kingdom of Great Britain and Northern Ireland com- National surveys of schoolchildren’s reading attainment in prises the Kingdom of England, the Kingdom of Scotland and English have been conducted in England since 1948 and from the Principality of Wales, all within the island of Great Britain, various, slightly later dates in the other countries of the UK. and the province of Northern Ireland. While Scotland, Wales and Parts of the UK have also participated in a number of interna- Northern Ireland each has established its own administration tional school-level reading literacy surveys, in particularly PIRLS with a Parliament (Scotland) or an Assembly (Wales, Northern (Progress in International Literacy Survey) in 2001 and 2006, and Ireland), England (with 85% of the total population) has not done PISA (Programme for International Student Assessment) in 2000, so, for the UK Parliament in London serves both England and 2003 and 2006. There have also been sporadic national surveys the whole UK. The great majority of the population is of white of schoolchildren’s attainment in writing since 1979, and two ethnicity, with substantial black and Asian minorities, especially national surveys of adults’ reading attainment, in 1996 (as part in the larger cities of England and Scotland. Most of the popula- of IALS, the International Adult Literacy Survey, 1994–1998) and tion is monolingual English-speaking, but there are indigenous 2002–2003. The surveys at school level have mainly concentrat- communities of Welsh-speakers in Wales and of Scots Gaelic- ed on children aged 11 and 15–16 years, and show that average speakers in the Highlands and Islands of Scotland. In addition, scores rose from 1948 to about 1960, then remained stable until as a result of immigration since the 1960s, there are, especially the mid-1990s, when they rose again. The international survey in the larger cities, substantial numbers of speakers of other lan- results have fluctuated. guages from around the world, the most frequent community languages being several from the Indian subcontinent. Family literacy programmes in the country The Basic Skills Agency (BSA, now merged into the NIACE, Na- State-provided and -funded pre-school, primary, secondary and tional Institute for Adult Continuing Education) set up the first post-secondary/tertiary education is available free for all be- family literacy programmes in the UK in 1994. These were four tween 3 and 18 years of age, though about 7% of children attend demonstration programmes, three based in England and one in fee-paying independent schools. Primary and secondary edu- Wales. Much of the thinking behind them was derived from prac- cation is compulsory between the ages of 5 and 16 years, but tice in the USA. They had the threefold aim of boosting children’s schooling as such is not – parents have the right to educate their literacy, boosting parents’ own literacy, and boosting parents’ children at home, though the numbers choosing to do so are ability to help their children’s development. Consistent with this, very small. The UK government has recently announced plans they had three elements: parents’ sessions, children’s sessions to raise the school-leaving age to 17 in 2011 and to 18 in 2013 – and joint sessions. An evaluation in 1994–1995 showed benefits already over 90% of 16–18-year-olds are in education, training or to parents and children, and these were sustained in follow-up employment with a training element. It is estimated that about studies up to three years later. In 1996, the British government 90% of 3–4-year-olds attend some form of pre-school provision. rolled out family literacy (and, a little later, family numeracy) pro- ‘Crude’ illiteracy is rare (under 1%), but about 20% of the adult vision on the BSA model across England and Wales, and pro- population is thought to have less than functional literacy. The grammes were also set up in Scotland and Northern Ireland. The rate of functional illiteracy varies across age groups, diminishing BSA model remains central in England and Wales, but especially up to about 30 years of age, then remaining low for a decade or since 2001 there has been increasing diversity of approaches so, then rising again in later middle age and into retirement. and programmes (see Table 1 for those funded by the government in England). A total of approx. £37,000,000 (€55,000,000) was invested in family literacy and numeracy programmes in 2006 alone, and 95,000 families took part in family programmes that year. An international review of family literacy and numeracy programmes was conducted in 2005–2006. A fresh evaluation of family literacy programmes in England has recently been commissioned, and will be carried out in 2008–2009. EUROPE 57

Table 1: Government-approved family literacy, language and numeracy courses in England, 2000–2005.

Children’s Parents/ Taster/work- Introductory Short Intensive age range caregivers only, shop or child also? (usually (usually (usually (usually 2–4 hrs) 9–13 hrs) 30–49 hrs) 72–96 hrs) Parent/ Play and language 0–3 years caregiver and 9 9 child Early start: Baby talk 0–1 year; Parent/ Small talk 1–2 years; Talk 0–3 years caregiver and 9 9 together 2–3 years child Parent/ Playing with language 3–5 years caregiver and 9 child Parent/ Family literacy 3 years + caregiver and 9 99 child Parent/ Family numeracy 3 years + caregiver and 9 99 child Combined family literacy Parent/caregiver and/or language and/or 5 years + and child 99 numeracy Keeping up with the children School age Parent/ 99 9 caregiver only School age Parent/ Skills for families springboard 9 caregiver only Parent/ Family finance School age caregiver and 9 child Grandparents Family Primary Grandparent & 99 9 Literacy Project child

Contact Greg Brooks School of Education University of Sheffield [email protected]

Carol Taylor NIACE [email protected] 58 Family Literacy

Index of Photos

Cover UNESCO p. 4 UNESCO p. 5 The Trust of Programs for Early Childhood, Family and Community Education, Israel p. 6 Gabriele Rabkin, Germany p. 7 National Center for Family Literacy, USA p. 9 Patrick Kiirya, Uganda p. 12 UNESCO p. 13 The Family Literacy Project, South Africa p. 15 The Family Literacy Project, South Africa p. 20 National Center for Family Literacy, USA p. 21 Patrick Kiirya, Uganda p. 22 National Center for Family Literacy, USA p. 23 Centre for Family Literacy, Canada p. 26 CONALFA p. 27 CONALFA p. 30 The Mother-Child Home Education Programme in Bahrain p. 31 The Trust of Programs for Early Childhood, Family and Community Education, Israel p. 36 John Benseman, New Zealand p. 37 Sereima Lumelume, University of the South Pacific, Fiji p. 42 Foundation for Educational Services, Malta p. 43 Gabriele Rabkin, Germany p. 45 Gabriele Rabkin, Germany p. 49 Foundation for Educational Services, Malta p. 54 Elizabeth Jarman, England